TABLE OF CONTENTS

Unit 1 Jobs in IT 1
Unit 2 Rules in IT Workplace 3
Unit 3 Meeting in IT Workplace 5
Unit 4 IT System Specifications 7
Unit 5 Interface 9
Unit 6 Multimedia Hardware 11
Unit 7 Output Devices 13
Unit 8 Internet Browsing 15
Unit 9 Network 18
Unit 10 Mobile Computing 20
Unit 11 E-mail 22
Unit 12 Databases 24
Unit 13 Web Hosting 26
Unit 14 IT Current Changes 29
 1
UNIT
Jobs in IT

INTRODUCTION
Jobs in IT informs you how to describe IT jobs.
This unit is focused on some examples of IT jobs and its descriptions.

OBJECTIVES
By the end of this unit, students are able to:
✓ listen to recording about description of IT jobs;
✓ read and understand about the importance of computer;
✓ describe IT jobs description.

Speaking Activity
Discuss these questions below.
1. How do you use IT? Think about work, study, and fun.
2. What devices do you use?
3. What software do you use?

Reading Activity
Tick (√) the computer uses mentioned in the following text.

( ) home ( ) art
( ) hospitals ( ) banking
( ) engineering ( ) libraries
( ) shopping ( ) film-making
( ) television advertising ( ) schools

Computers are part of our everyday lives. They have an effect on almost
everything you do. When you buy groceries at a supermarket, a computer is
used with laser and barcode technology to scan the price of each item and
present a total. Barcoding items (clothes, food, and books) requires a computer
to generate the barcode labels and maintain the inventory. Most television
advertisements and many films use graphics produced by a computer. In
hospitals, bedside terminals connected to the hospital’s main computer allow
doctors to type in orders for blood tests and to schedule operations. Banks use
computers to look after their customers’ money. In libraries and bookshops,
computers can help you to find the book you want as quickly as possible.

1
Listening Activities
1. Listen to six people introducing themselves. What jobs do they do?
a. Database administrator d. Support technician
b. Software developer e. Project manager
c. Helpdesk supervisor f. Systems analysts

2. Listen to an IT employee telling his new manager about his job. What do you think
his job is? Tick (√) the things that usually happen.
( ) Robert checks emails.
( ) Robert has emails waiting for him.
( ) Robert visits people at their desks.
( ) Sales people have problems.
( ) Robert attends meeting.
( ) Robert visits other companies.

3. Listen to recording “Computer” and write what you listen to.

Sources:
Hill, D. (2012). English for Information technology 2, Vocational English, Teacher’s Book A2-B1.
England: Pearson Education Limited. pp. 4-5.
Glendinning, E. H., & McEwan, J. (2002). Basic English for Computing. Oxford, New York:
Oxford University Press. pp. 7.
https://langschool.eu/courses/intermediate-en/unit13.en.html#sec4

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 2
Rules in UNIT
IT Workplace

INTRODUCTION
Rules in IT Workplace informs you how to describe IT rules in workplace.
This unit is focused on some examples of IT rules and its descriptions.

OBJECTIVES
By the end of this unit, students are able to:
✓ describe IT rules in workplaces;
✓ read and understand IT rules in a text;
✓ use language features in describing IT rules.

Speaking Activity
Discuss these pictures. What are the rules? Are they good or bad rules? Why?

Reading Activity

3
Read the memo above and find words that match these definitions. Then compare
answers with a partner.
1. Person in charge of IT________________________
2. Keeping something safe ______________________
3. Information such as numbers and details about people________________________
4. A secret word that you type into computer before you can use it _______________
5. A group of connected computers_______________
6. Having only letters and numbers _______________
7. Letters, numbers, punctuation marks, etc. ________________
8. People you work with _________________

Language Feature

We use must, mustn’t and have to to Examples:

show strong obligation and to express - Passwords must be at least eight
rules. characters long.
We can also use should, shouldn’t, can’t - I have to go to the canteen to eat! I
and need to to talk about rules. can’t even have an apple at my desk!

We also use imperatives to give rules. Examples:

Use them carefully because they can - Keep your password secret.
sound impolite. - Don’t share your password with
other people.

Writing Activity
Write workplace rules for some of these activities. What reasons can you think of for
each rule?
1. Installing new software
2. Connecting personal devices to company computers
3. Playing computer games
4. Using social networking sites such as Twitter, IG, Tiktok
5. Using mobile phones
6. Switching off your computer at night
7. Downloading files
8. Streaming music or video

Source:
Hill, D. (2012). English for Information technology 2, Vocational English, Teacher’s Book A2-B1.
England: Pearson Education Limited. pp. 8-9.

4
 3
Meeting in UNIT
IT Workplace

INTRODUCTION
Meeting in IT Workplace inform you how to describe moments of meeting in
IT workplace.
This unit is focused on vocabulary building on meeting in IT workplaces and
the expression of agreeing and disagreeing is needed in meeting.

OBJECTIVES
By the end of this unit, students are able to:
✓ describe what happens in meeting;
✓ comprehend the memo according to the recording;
✓ apply the expression of agreeing and disagreeing.

Speaking Activity
Discuss these questions.
1. What happens in a work meeting?
2. Talk about a meeting you’ve been to. What happened?

Vocabulary Building
What are the followings? Why are they useful?
a) Chairperson
________________________________________________________________________
b) Agenda
________________________________________________________________________
c) Minutes
________________________________________________________________________
d) Teleconference
________________________________________________________________________
e) Videoconference
________________________________________________________________________

Listening Activity
Read this agenda below. Then listen to a teleconference in a company that has small
offices in different cities and answer the questions.

5
1. What suggestion did Fred make?
________________________________________________________________________
________________________________________________________________________
2. What is the problem with that suggestion?
________________________________________________________________________
________________________________________________________________________
3. What was Fred’s next suggestion?
________________________________________________________________________
________________________________________________________________________
4. What is the problem with that?
________________________________________________________________________
________________________________________________________________________
5. What was Ulrik’s suggestion?
________________________________________________________________________
________________________________________________________________________
6. Whose suggestion was chosen?
________________________________________________________________________
________________________________________________________________________

Language Feature
Making suggestions, agreeing, and disagreeing
We can use modal verb shall and could We could buy new computers.
to make suggestion
We can also use how about/what about How about hiring a new technician?
+ -ing to make a suggestion
We can use maybe/perhaps to soften a Maybe, we could upgrade the server.
suggestion and I’m afraid to politely There’s a problem with that idea. I’m
disagree. It’s usually polite to give a afraid. We’re cutting costs at the
reason if you disagree moment.

Source:
Hill, D. (2012). English for Information technology 2, Vocational English, Teacher’s Book A2-B1.
England: Pearson Education Limited. pp. 10-11.

6
 4
IT System UNIT
Specifications

INTRODUCTION
IT System Specifications inform you about IT system specifications.
This unit is focused on vocabulary building about IT system specification, its
description and how the way to instruct to do something relating to the IT
system.

OBJECTIVES
By the end of this unit, students are able to:
✓ understand and say words relating to IT system specifications;
✓ apply language features to describe how to do something relating to IT
system.

Vocabulary Building
Use the dictionary to know these terms mean.
Byte GB KB MB MHz

Listening Activity
Listen to these words, then practice saying words.
1. a dual-core processor 5. 18 nanometers
2. a quad-speed Blu-ray drive 6. a 26-kilobyte file
3. a 3.5 millimeters socket 7. 2.4 megahertz
4. a micrometer 8. 4 terabytes

Language feature

Large and small numbers

For decimal values, we say “point” for It's 0.54 millimeters long. (‘nought point
decimal point and pronounce the next five four’ or ‘point five four’; NOT
numbers individually. We don’t always ‘nought point fifty-four’.
mention the 0 to the left of the decimal
point for values less than 1.
To express large and small numbers, we a 3.6-kilobyte file
often use prefixes. For example, kilo-
means “1,000”. The main stress is on the
first syllable of the prefix.

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Making instruction
How we make simple instructions in English.
Add the memory. Don’t touch the contacts.
We can show the order of instruction by numbering them (1, 2, 3, etc.) or by using
sequence words like these:
First, ……..
Then, …….
Next, …….
After that, …….
Finally, ………

Vocabulary Building
Study these instructions for virus-checking a disk. Fill in the gaps with the verbs from
this list. Use don’t where appropriate.

click exit put select start

1. _________________ the disk into the drive.

2. _________________ the virus checking program.
3. _________________ the drive to be checked.
4. _________________ the “Find” button.
5. _________________ the program until the check is complete.
6. _________________ ‘Yes’ or ‘No’ for checking another disk.

Study these instructions for formatting a disk in Microsoft Windows. Write the
instructions in the correct order (1-6).
( ) select ‘OK’ to start formatting the disk.
( ) choose ‘Format’ from the drop-down menu.
( ) click the ‘Start’ button.
( 1 ) put the disk into the drive.
( ) choose the formatting options you require.
( ) click ‘OK’ button when formatting is complete.

Sources:
Hill, D. (2012). English for Information technology 2, Vocational English, Teacher’s Book A2-B1.
England: Pearson Education Limited. pp. 12-13.
Glendinning, E. H., & McEwan, J. (2002). Basic English for Computing. Oxford, New York:
Oxford University Press. pp. 14-17.

8
 5
UNIT
Interface

INTRODUCTION
Interface inform you how to describe interface user naming.
This unit is focused on vocabulary building on interface naming, and apply
instructions to do something in the interface user.

OBJECTIVES
By the end of this unit, students are able to:
✓ identify interface user naming;
✓ make the instruction to do something relating to the interface user.

Vocabulary Building
Match these words to A-L in the screenshot below.

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1. Scroll bar _____ 7. Folder _____
2. Menu _____ 8. Filename _____
3. ‘Minimize’ button _____ 9. Left-hand pane _____
4. ‘Maximize’ button _____ 10. Tab _____
5. Title bar _____ 11. Check box _____
6. Icon _____ 12. Radio button _____

Match actions 1-7 to their results a-g.

1. Double click on the title bar a) to open a new menu
2. Click on a menu b) and the window files the screen
3. Right-click on an icon c) if you want to move the window
4. Slide the scrollbar down d) to hide the window
5. Click the ‘Minimize’ button e) to scroll the window down
6. Drag the title bar f) to open it
7. Select the icon g) and its background changes color

Writing Activity
Work in pairs. Take turn to explain these actions.
1. How to close the program
2. How to open a program
3. How to save a file
4. How to change a program’s setting
5. How to delete a file

Source:
Hill, D. (2012). English for Information technology 2, Vocational English, Teacher’s Book A2-B1.
England: Pearson Education Limited. pp. 14-15.

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 6
Multimedia UNIT
Hardware

INTRODUCTION
Multimedia Hardware inform you how to describe multimedia hardware.
This unit is focused on vocabulary building on media hardware, its
descriptions and the language features about sentences with two objects.

OBJECTIVES
By the end of this unit, students are able to:
✓ understand vocabulary building about multimedia hardware;
✓ apply the language features about sentences with two objects.

Vocabulary Building
Label the pictures with the multimedia equipment in the box.

headphones microphone projector speakers

video camera virtual reality goggles webcam

Who might use multimedia hardware above? What might they use them for?

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Reading Activity
Read this email quickly. What does Kamal want to do?

Complete these prepositional verbs. Check in the dictionary.

1. Connect____________ 3. Unplug _______________
2. Plug________________ 4. Disconnect ____________

Language feature

Sentences with two objects

Some sentences have two objects. We Examples:
often use a preposition between the two I unplugged the cable from the
objects. computer.
(verb + object of verb + preposition + Insert the plug into the socket.
object of preposition).

Read the email above and complete these instructions. Use two objects where
appropriate.
For example: switch off the computer and the projector.

1. Plug _____________ 4. Push ____________

2. Plug _____________ 5. When finished, turn ____________
3. Switch ____________ 6. Disconnect ____________

Source:
Hill, D. (2012). English for Information technology 2, Vocational English, Teacher’s Book A2-B1.
England: Pearson Education Limited. pp. 16-17.

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 7
UNIT
Output Devices

INTRODUCTION
Output Devices inform you how to describe output devices.
This unit is focused on description about output devices and language feature
on giving advice.

OBJECTIVES
By the end of this unit, students are able to:
✓ listen to and comprehend recording about output device;
✓ apply language feature on giving advice.

Vocabulary Building
Match the items (1-7) to the guidelines (a-g).
1. keyboard 4. copyholder 7. printer
2. monitor screen 5. chair a
3. lamp 6. footrest

a. This should be adjustable and provide good back support.

b. This should be more than a meter away from you and as quiet as possible.
c. Keep this level with your eyes. Don’t have it level with the desk. Make sure it is
flicker-free, and that you can read everything easily. Avoid any glare from the
window.
d. Use this if your feet do not rest flat on the floor.
e. Make sure this light your work and not the screen.
f. Don’t get a stiff neck. Use this when you enter a lot of data.
g. Keep this directly in front of you and within easy reach.

Listening Activity
Work in a group. You are going to hear about three kinds of printer. Note down what
speaker says about one type printer. Use the table below.
Type Print Speed Running Noise Price Color
Quality costs level
Dot-matrix low Cheap No
Inkjet Relatively A bit
slow more
Laser Expensive Quiet

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Language feature
Giving Advice

You can advise people in different ways. Study these examples.

Why don’t you buy an inkjet?
(I think) you should buy a laser.

Advising people not to do something:

Don’t buy a dot matrix.
You shouldn’t buy a laser.

To make your advice more effective, add a reason.

Advice Reason
Why don’t you buy an inkjet? They’re very quiet.
(I think) you should buy a laser. The print quality is excellent.
Don’t buy a dot matrix. They’re very noisy.
You shouldn’t buy a laser. They’re very expensive.

We use too to make our advice stronger, almost a warning.

You should adjust your monitor. It’s too bright.
You should move your printer. It’s too close.

Writing Activity
Advice the user of this workstation on improvements that she should make.
For example:
I think you should use a chair with back support. It’s more comfortable.

Source:
Glendinning, E. H., & McEwan, J. (2002). Basic English for Computing. Oxford, New York:
Oxford University Press. pp. 30-32.

14
 8
UNIT
Internet Browsing

INTRODUCTION
Internet browsing informs you how to describe the way internet browsing.
This unit is focused on vocabulary building on internet browsing and language
feature to describe the way internet browsing.

OBJECTIVES
By the end of this unit, students are able to:
✓ identify vocabulary building relating to internet browsing;
✓ make the sentences relating to the internet browsing problems.

Speaking Activity
Discuss these questions
1. Which websites do you visit most often?
2. Which browsers do you use? Which is your favorite? Why?
3. What kind(s) of device(s) do you use to access the internet?

Vocabulary Building
Match these words to A-F in the screenshot of a browser below.
1. Web address ________ 4. Tab ________
2. Bookmarks bar ________ 5. Link ________
3. ‘back’ button ________ 6. ‘refresh’ button ________

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Match verbs 1-8 to nouns a-h to make collocation for things you can do on the internet.
For some items, there may be more than one possible answer.
1. Follow a) video
2. Take part in b) a password
3. Stream c) your status
4. Update d) a webinar
5. Post e) photos
6. Download f) web pages
7. Browse g) a comment
8. Enter h) a link

Write down the symbols when browsing the internet.

1. Dash _______ 4. Underscore _______
2. Dot _______ 5. Question mark _______
3. Slash _______

Listening Activity
Listen to part of a telephone conversation. Which web address does the speaker
dictate?
1. www.agamy.com/search/result_78.aspx?p
2. www.agamy.com/search/result/78.aspx-p
3. www.agamy.com/search/result_78.aspx-p

Language feature
Present simple vs present continuous, stative verbs
We use the present simple to talk e.g.,
something we do regularly. We use the I work in an IT department. This week,
present continuous to talk about action I’m managing the department because
happening now or temporary situation. my manager is away.

Stative verbs (e.g., like, know, e.g.,

understand) describe states rather than I know how to use HTML.
actions. We don’t usually use the present
continuous with stative verbs.

Complete this telephone conversation between an IT help desk assistant and an

employee. Use the correct present simple or present continuous form of the verbs in
the box.
check know not work open type in
A : There’s a problem with this browser. I usually just (1) ____________ my user
ID and password and new window (2) ____________. But it (3) ____________
now!
B : OK, I think I (4) ____________ what the problem is. Probably, your pop-up
blocker is on.
A : Hhm… I (5) ____________ it now. Yep, you’re right. It’s OK now. Thanks!

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Underline the present simple and circle the present continuous verbs in these
sentences.

1. I’m having trouble with new browser we’re using on our PCs.

2. I understand that now, but something else is confusing me.

Writing Activity
Make dialogues based on these problems using present simple and present
continuous.
1. Problem: video streaming/usually no problem/now not work
Solution: internet connection problem/check the connection
2. Problem: website images/usually all appear/now no pictures
Solution: leave ‘Automatically load images’ unchecked
3. Problem: often visit this website/now error message
Solution: enter ‘www’ in the web address, not ‘wwww’

Source:
Hill, D. (2012). English for Information technology 2, Vocational English, Teacher’s Book A2-B1.
England: Pearson Education Limited. pp. 20-21.

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 9
UNIT
Network

INTRODUCTION
Network informs you how to describe types of networks.
This unit is focused on vocabulary building on networks and language feature
on relative pronouns to describe types of networks.

OBJECTIVES
By the end of this unit, students are able to:
✓ read and comprehend the text about networks;
✓ identify relative pronouns in the text about network.

Reading Activity
Read this web page. Match the paragraph (1-3) to these points.
a) Types of software and devices on networks _________
b) The main types of networks_________
c) The arrangements of computers in networks_________

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Read the text above. What do these words refer to?
1. One (line 11) _______ 4. It (line 17) _______
2. This (line 12) _______ 5. This (line 17) _______
3. Another type (line 13) _______ 6. This (line 18) _______

Read the text above again and label these types of networks.

Language feature
Relative clauses

We can use relative clauses as part of a e.g.,

definition, to give important about She’s the person who/that looks after
something or someone (e.g., to explain networks.
the function of something or to say who
does something). We use the relative The internet is a network which/that
pronouns which/that for things and covers the world.
who/that for people.

Underline the relative pronouns in the text below. Then draw an arrow to the word
each pronoun refers to.

Source:
Hill, D. (2012). English for Information technology 2, Vocational English, Teacher’s Book A2-
B1. England: Pearson Education Limited. pp. 22-23.

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 UNIT
Mobile Computing 10
INTRODUCTION
Mobile Computing informs you how to describe mobile computing.
This unit is focused on vocabulary building on mobile computing and apply
language feature about conditional sentences.

OBJECTIVES
By the end of this unit, students are able to:
✓ identify vocabulary building on mobile computing;
✓ apply conditional sentences relating to the use of mobile devices.

Vocabulary Building
Write down number 1-6 in the correct order.
( ) admin staff print out work instructions
( ) admin staff send invoice asking for payment
( ) client signs paperwork
( ) technician finds client and installs system
( ) technician picks up instructions
( ) technician takes paperwork back to office

Language feature
Zero and first conditionals

We use the zero conditional to talk e.g.,

about something that usually or always If you drop a tablet, it breaks.
happens as a result of an action or If you use a tablet, you can send
situation. documents easily.

We use the first conditional to talk e.g.,

about the result of a future action or If we have a problem, we’ll send a
situation. message.

We use a comma between the two e.g.,

clauses when the if- clause comes first If we buy tablets, we’ll save money.
but not when it comes last. We’ll save money if we buy tablets.

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The company is now using the tablets. Complete these zero conditional sentences.
1. With the tablets, if the technician ________________ (not know) the way to a job,
he or she ________________ (use) GPS to find the best way there.
2. If the customer ________________ (be) happy with the job, he or she
________________ (sign) using the tablet’s screen.
3. If a customer ________________ (change) their order, the system ________________
(update) the details on the tablet.
4. If the technician ________________ (need) to order a new part, he or she
________________ (send) a message electronically.

Work in pars. How are these mobile device features and functions useful?

calculator calendar e-book reader GPS

long battery life camera USB recharger

e.g., If the phone has a GPS, we can use it to find places.

If the battery is long, …………….

Speaking Activity
1. What features do you use on a mobile device (e.g., GPS, maps, camera)?
2. What do you use them for?
3. Work in pairs. Imagine: you are technician in the mobile device company. Suggest
how and why you could customize mobile devices for these jobs.
a. delivery driver b. salesperson c. nurse
e.g.,
A GPS will be very useful for a delivery driver. If he or she gets lost, it’ll help him or her to
find his or her customers.

Source:
Hill, D. (2012). English for Information technology 2, Vocational English, Teacher’s Book A2-
B1. England: Pearson Education Limited. pp. 24-25.

21
 UNIT
E-mail 11
INTRODUCTION
E-mail informs you how to use the email.
This unit is focused on vocabulary building on email, language feature on using
articles, and practicing to write an email.

OBJECTIVES
By the end of this unit, students are able to:
✓ identify vocabulary related to the email;
✓ write an email to the others.

Vocabulary Building
Match these words to A-J in the screenshots of email clients below.
1. Subject line _____ 6. Forward _____
2. Recipient’s address _____ 7. Blind copy address _____
3. Email signature _____ 8. Reply button _____
4. Attachment button _____ 9. Copy address _____
5. Spell checker _____ 10. Delete _____

Note down the steps in sending an email. Compare your notes with a partner’s. are
they same?

22
Language feature
Articles

We use a/an when we mention an item e.g.,

for the first time. Please, send me a message.
Could you send an email to remind me?

- We use the when the listener already e.g.,

knows which item we’re talking Could you forward the email that Jack
about. sent?
- We also use the when the item is the The internet is down.
only one of its kind.

Complete this intranet post about guidelines with a, an, or the.

Writing Activity
Write a brief email to a friend describing your course. Your message should answer
these questions.
1. What is your course called?
2. When do you have classes?
3. Which subjects do you study?
4. Which subjects do you enjoy most? Why?
5. Which subjects do you like least? Why?
6. What do you do in your free time?

Sources:
Hill, D. (2012). English for Information technology 2, Vocational English, Teacher’s Book A2-B1.
England: Pearson Education Limited. pp. 26.
Glendinning, E. H., & McEwan, J. (2002). Basic English for Computing. Oxford, New York:
Oxford University Press. pp. 57.

23
 UNIT
Databases 12
INTRODUCTION
Databases informs you how to describe databases.
This unit is focused on vocabulary building on databases and describe the
content of databases.

OBJECTIVES
By the end of this unit, students are able to:
✓ listen to and comprehend recording about databases;
✓ read and understand the text about databases content;
✓ write databases content according to the cases.

Listening Activity
Listen to a database administrator describing the structure of a company database to
a trainee. Match these words to screenshots A-C.
1. Report 2. Table 3. Form

Vocabulary Building
Complete this manual with the words in the box.
field form objects primary key query the database
records report retrieve a record unique

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Writing Activity
Work in a group. Discuss tables, fields, and primary keys that you could use for
records in databases in these cases.
1. A dentist’s database of patients
2. A language school’s database of students
3. A travel agent’s database of airline tickets
4. A database in an online multi-player game in which players can stop and restart
their games whenever they want

Source:
Hill, D. (2012). English for Information technology 2, Vocational English, Teacher’s Book A2-B1.
England: Pearson Education Limited. pp. 30-31.

25
 UNIT
Web Hosting 13
INTRODUCTION
Web Hosting informs you how to describe how the way get web hosting.
This unit is focused on text relating to web hosting and language feature about
comparatives and superlatives to compare about web hosting.

OBJECTIVES
By the end of this unit, students are able to:
✓ read and understand text about web hosting;
✓ apply comparatives and superlatives to compare web hosting;
✓ listen to and comprehend recording about web hosting.

Reading Activity
Read a text and answer the questions.

26
1. What can we do if HostElite’s standard plans aren’t suitable?
________________________________________________________________________
________________________________________________________________________
2. What guarantees and support do they provide?
________________________________________________________________________
________________________________________________________________________
3. Can we use our current server OS license?
________________________________________________________________________
________________________________________________________________________
4. If we set up another website, can we also host that on the same server?
________________________________________________________________________
________________________________________________________________________
5. Can we try them out for a month or two, to see how good they are?
________________________________________________________________________
________________________________________________________________________
6. How much data can we transfer every month?
________________________________________________________________________
________________________________________________________________________

Language feature
Comparatives and superlatives

Comparatives Superlatives
(compare 2 things) (compare more than
2 things)
One-syllable adj + er + than + the adj est
adjectives e.g., smarter, shorter e.g., the smartest, the shortest
Two (or more) more + adj + than the most + adj
syllable e.g., more expensive e.g., the most expensive
adjectives
Two-syllable remove -y and add ier than remove -y and add iest
adjectives ending e.g., happier, luckier
in -y e.g., the happiest, the luckiest
Irregular bad: worse than bad: the worst
adjectives: good: better than good: the best/well
bad, good, far far: further than far: the furthest

Look at the table and complete this product comparison about HostElite’s services
with the correct form of the words.

27
Listening Activities
Listen to these sentences and practice saying the sentences.
1. Dedicated hosting is more secure than shared hosting.
2. The Basic plan gives you more bandwidth than the Superior plan.
3. Websites run faster on dedicated servers than on shared servers.
4. Of the three, the Basic plan has the least powerful processor.

Listen to two IT officers talking about the products and choose the correct answers.
1. For this company, $200 per month is ______.
a. cheap b. reasonable c. expensive

2. The company is ______.

a. very small b. medium-sized d. large

3. The current website size is ______.

a. 1 GB b. 1 TB c. 2 TB

4. The current monthly bandwidth usage is about ______.

a. 1 GB b. 1 TB c. 2 TB

5. The company ______ processing power.

a. doesn’t need much
b. needs quite a lot of
c. needs a very large amount of

6. The company sells to ______.

a. other companies b. customers c. client

Source:
Hill, D. (2012). English for Information technology 2, Vocational English, Teacher’s Book A2-B1.
England: Pearson Education Limited. pp. 36-37.

28
 UNIT
IT Current Changes 14
INTRODUCTION
IT Current Changes informs you how to describe current changes.
This unit is focused on language feature to describe the current changing.

OBJECTIVES
By the end of this unit, students are able to:
✓ understand vocabulary on social media interaction;
✓ listen to recording about the current changes in IT
✓ apply language feature on current changes in IT.

Speaking Activity
1. How do you communicate electronically with friends and family?
2. Which types of communication do you think are better for a) communicating
information b) being friendly?

Vocabulary Building
Match the websites 1-3 to types a-e.
1. Dropbox a. microblogging system
2. Facebook b. internet forum
3. Twitter c. file sharing service
d. social networking
e. blog

Language Feature
Describing current changes

We often use present continuous to e.g.,

describe changes happening now. We’re having more and more visitors in
We can use more and more+ noun or the forum.
comparative + and + comparative. Smartphone applications are getting
cheaper and cheaper.
We often use get and become with e.g.,
comparative adjectives. Our website is becoming/getting more
popular.
We can also use verbs such as increase, e.g.,
decrease, go up, and go down. The number of bloggers is increasing.
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Complete these short conversations about trends. Use the present continuous and
comparative adjectives.
1. A: __________________________________ (hard drives/get/cheap)
B: I think we should wait a bit before buying more of them.
2. A: __________________________________ (our website/get/slow)
B: Maybe, we need a faster server.
3. A: __________________________________ (our forum/become/popular)
B: Great! That’s just what we want!

Listening Activity
Listen to a general manager talking to an IT officer about replacing the company’s
social networking system. Tick (√) the correct column to show which features the
company has now and which the manager wants in the new system.

Current System New System

1. Instant messaging
2. Forums
3. Document management system
4. Comments feature
5. Mobile phone access
6. Basic security features
7. Encryption
8. Speech-to-text capability

Source:
Hill, D. (2012). English for Information technology 2, Vocational English, Teacher’s Book A2-B1.
England: Pearson Education Limited. pp. 44-45.

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