Unit Computer Programming Warm-up Task What do you know about programming? Answer the Internet Quiz

Programming languages

In some languages, an interpretable p-code binary is generated, rather than machine language. It is also possible for the 5) …… to write directly in machine code, but this is hardly ever done anymore: instead, when complete low-level control of the target computer is required, programmers resort to 6) ……, whose instructions are mnemonic one-to-one transriptions of the corresponding machine language instructions.

Different programming languages support different styles of programming (called 7) ……), some of which are better suited for a particular task than others. They also require different levels of detail to be handled by the programmer when implementing algorithms, often resulting in a compromise between ease of use and performance.

The program produced after the source program has been converted into machine code is referred to as an 8) …… or object module. This is done by a computer program called the 9) ……, which is unique for each computer.

The compiler is a system program which may be written in any language, but the computer’s operating system is a true systems program which controls the central processing unit, the input, the output, and the secondary memory devices. Another systems program is the 10) ……, which fetches required systems routine and links them to the object module (the source program in machine code). The resulting program is then called the 11) ……, which is the program directly executable by the computer. Although systems programs are part of the software, they are usually provided by the 12) …… of the machine.

programming paradigm assembly language high-level languages source program

linkage editor machine code object program load module

programmer manufacturer instructions compiler

Task 5. Now listen again to the recording and complete the table below.

Language	Date of introduction	Type	Advantages	Disadvantages
FORTRAN			1. 2. 3.	1. 2.
COBOL			1. 2.	1. 2.
BASIC			1. 2. 3. 4.	1.

Speaking
Task 6. Work in pairs, A and B. You each have information about some programming languages. Together decide what would be the most appropriate language to use for each of these situations.

1. 
   A schoolteacher wants his young pupils to learn some basic mathematics by controlling a simple robot.
   
2. 
   The owner of a small business wants to create a simple database program to keep track of his stock.
   
3. 
   A professional programmer wants his software to run on any type of computer system.
   
4. 
   An engineer wants to develop a program for calculating the stresses in a mechanical device.
   
5. 
   A student wants to create webpages for a personal website.
   
6. 
   A systems programmer wants to add some new modules to an operating system.
   
7. 
   A website designer wants to include simple animation in a site.
   
8. 
   A programmer working for the US army wants to create a program for controlling a new type of weapon.
   
9. 
   A finance company needs to process data from its branch offices on its mainframe computer.
   
10. 
    A website designer wants to enable the data on his website to be easily processed by a number of different programs.
    
11. 
    A student studying artificial intelligence wants to write some programs for a course project.
    
12. 
    A college lecturer wants his students to learn the principles of programming.
    
13. 
    A professional programmer wants to create and sell a program for use in language learning.
    
14. 
    A website designer wants to password-protect a section of a website.
    
15. 
    A computing student wants to write a general purpose program as a college project.
    

Student A: Your languages are on page 88.

Student B: Your languages are on page 91.
Language work

Modal Verbs

Modal verbs are followed by the infinitive without particle to. They add extra meaning to the main verb. The modal verbs are: can (could), may (might), must, should, ought to, need. The modal expressions to be+Infinitive and to have+Infinitive also belong here. Can Theoretical possibility: Programs written in any programming language can be translated into machine language. Permission: Can I use your computer for a while? Ability: Swarming robots can work together to perform searches. Could Possibility or ability in hypothetical situations: We could buy a DVD, if you had more money. Geneal ability in the past: Early computers could not operate at high speeds. Permission: Could I just interrupt a minute? May Factual possibility: Algorithms may be stated as formulas, decision tables, or narratives. Permission: May I use the fax now? In this case may is more formal than can. Might Weak possibility: The prices of CPUs

might go down next time. Must Obligation: The system analyst must communicate the computer program requirements to the programmer. Prohibition: You must not open e-mail attachments from strangers. Logical necessity: This look wrong – there must be a mistake. We use cannot to express a negative conclusion. Should/ ought to There is hardly any difference between them but we say ought to do (with to). Advice: You should update your web site. Or: You ought to update your web site. Need Necessity: New programs need debugging to make them work properly. To be + Infinitive Arrangement, agreement or part of a plan: Instructions to operators explaining how the program is to be used must be written before the program documentation is complete. To have + Infinitive Obligation or necessity arising out of circumstances: Once you have written your program you have to test it with sample data to see if there are any bugs or errors.

Task 7. Tick the modal verbs that complete each of the sentences in this passage. One, two or all of them may be possible.
There shouldn’t / might not / ought not (1) be a comma before the ‘who’ in this sentence, Kostas. Oh yes, you may well / might well / will well (2) say that writing English is not important for you. But you could / may / might (3) have to write a dissertation in English one day. Punctuation and spelling should / could / may (4) be quite a serious problem for you. But it can / should / could (5) always be possible for you to get full stops in the right place. And it can’t / shouldn’t / mustn’t (6) be that difficult to spell most short words more or less correctly. You may / must / might (7) not have realised how flexible English is. For example, you may / should / can (8) find ‘organisation’ spelt with an ‘s’ or ‘z’. It makes life easier, doesn’t it?
Task 8. Complete the sentences using modal verbs.

1. 
   Before you start to make a web site, you ….. decide how to organize the content.
   
2. 
   A source program …… be directly processed by the computer until it has been compiled.
   
3. 
   The documentation …… include a statement of the purpose of the program, a description of the solution logic, a listing of the program instructions, and sample outputs from the completed programs.
   
4. 
   …… I use your laptop? I need to print out this report.
   
5. 
   With a web page editor you …… create a web document easily.
   
6. 
   If I knew the Java language, I …… include some attractive banners on my web page.
   
7. 
   I …… to make a back-up copy.
   
8. 
   The logical structure of the data …… be different from the way it is physically represented on backing store media.
   
9. 
   No goto statements …… to be used in writing code.
   
10. 
    A graphical user interface saves a lot of time: you don't need to memorize commands in order to execute an application; you only …… to point and click so that its content appears on the screen.
    
11. 
    The instructions …… follow the steps of the program logic plan.
    
12. 
    Organizations using data base management systems …… choose to generate programs using the query language of the DBMS.
    
13. 
    Computer consultants …… specialize in too narrow a field.
    
14. 
    Programmers …… to know a range of up-to-date languages.
    
15. 
    Before IBM set the standard for PCs, software houses …… write different versions of their programs for every make of computer.
    
16. 
    When he was a schoolboy, Bill Gates …… write programs in BASIC.
    
17. 
    Most website designers …… use HTML and XML.
    
18. 
    You …… learn COBOL unless you want to work with business software.
    
19. 
    To gain access to the Internet you …… first open an account with the Internet service provider or a commercial online service provider.
    
20. 
    Your computer …… be infected by many different viruses.
    

Reading & Speaking
Task 9. Work in pairs, Student A and Student B.

1. 
   What can you recommend to a person who wants to start studying programming?
   

2. 
   Student A read ‘Best Programming Language to Start with’ on page 90 and find out the answers to these questions.
   

1. 
   Why do technical universities choose C as the first programming language to teach their students?
   
2. 
   Why do other universities insert computer programming as a part of the required student curricula?
   
3. 
   Why isn’t C always the best choice?
   
4. 
   What should one take into account when choosing a programming language to study?
   

Student B read ‘Alice Teaches Kids to Program’ on page 93 and find out the answers to these questions.

1. 
   Where was Alice developed?
   
2. 
   What is special about Alice?
   
3. 
   How does this software work?
   
4. 
   Who is this program aimed at?
   

3. 
   Cover the article. Student A tell Student B about ‘Best Programming Language to Start with’. Student B tell Student A about ‘Alice Teaches Kids to Program’.
   

4. 
   Read the text that you didn’t read before. Did your partner leave out any important information?
   

5. 
   Do you think these articles provide valuable information?
   

Speaking
Task 10. Work in pairs and both look at the pictures on pages 94 and 95.

1. 
   In this activity, Student A and Student B will each talk about different pictures showing a process of creating a computer program.
   

• 
  Describe the scene in the picture fairly briefly, suggesting what problem might occur.
  
• 
  Comment on the steps in computer program development, different types of errors and ways to avoid or deal with these kinds of errors.
  

Student A should talk about picture A on page 94.

Student B should talk about picture B on page 95.

2. 
   When you have both finished speaking, you should comment on what your partner has said, saying if you agree or disagree.
   

Unit 4. Comparing Programming Languages

Warm-up Task 1. Answer the following questions: What types of programming languages do you know? How does one compare programming languages? What are the main criteria? Make a list. Reading

Task 2. Before reading the text, match the terms with the correct definition or explanation.

Debugging Compilation Portability Platform Support Library

the ability to use hardware in different places or software on different types of computer a type of computer or program used as a standard for a particular computer system the rate of translating a high-level language into machine code a collection of subroutines and functions stored in one or more files, usually in compiled form, for linking with other programs. the process of correcting errors in a program or system the help offered to the user by a company who makes or sells a computer

Task 3. Read the text below to check your answers to Task 1 and 2.