Unit 7

Communication and Information Technology

Communication in the twenty-first century page 121

Section one Task A

In this task, students are encouraged to think about how people can communicate with others. Give them a few minutes to think about the questions before going round the class getting ideas from different students. Answers: Written communication Letters Faxes Emails Post cards

Verbal communication Face to face Telephone

Task B

pages 121 & 122

Ask the class to look at the word-box at the top of the passage. Read each word to the class before playing the tape. This will help students to recognise the missing words when they hear the passage. Then, play the passage to the class and watch your students as they listen. If necessary, you could play the passage paragraph by paragraph. Once the whole class has completed the task, you could ask students to read the passage aloud by changing the reader for each paragraph. Answers: 1. surfing 2. Internet 3. government 4. communicate 5. researchers 6. commercial 7. global 8. computer 9. electronic 10. email 11. faxes 12. telexes 13. websites 14. chat 15. virtual Task C pages 122 & 123

This task helps to ensure that students have a good understanding of the listening passage. Give students a few minutes to complete the task on their own before checking the answers with the whole class. Answers: 1. In Indonesia, it is possible for people to be surfing in the sea and surfing the Internet. 2. The Internet was first used at the beginning of 1970s. 3. The Internet was started because the American government wanted to find a way that different areas of the military could communicate with each other. 4. No, they could not. In the early days, the use of the Internet was limited by the American government. 5. The system that opened up global communications on the Internet is called the World Wide Web.

6. 7. 8. 9.

Many people use the Internet every day to send emails to other people. For many people, emails have replaced faxes and telexes. No. Emails havent completely replaced telexes and faxes. Many students use the Internet for research because it contains information on just about every subject that is possible to imagine. 10. Many young people use chat rooms because they can get together and chat about things that interest them with people from all over the world. Task D page 123

Allow students a few minutes to complete this vocabulary exercise. Encourage them to use the mini dictionary as well as any English dictionaries that may be available. Then, check the answers with the whole class. Answers: surfing Internet World Wide Web communicate commercial email telex fax website chat room virtual Task E

(j) (k) (h) (g) (i) (c) (d) (b) (e) (a) (f) pages 123 & 124

The aim of this task is to get students to read the passage more carefully in order to identify what the relevant pronouns refer to. Allow a few minutes for individual work before checking the answers with the whole class. Answers: 1. people surfing on dry land. 2. the Internet and the World Wide Web. 3. the American government. 4. the American government. 5. company employees. 6. electronic mail. 7. the Internet. 8. schools in some countries. 9. chat rooms. 10. people from all over the world. Task F page 124

In this task, students have to think about safety issues concerned with the use of modern technology. In some parts of the world, young people who have used the Internet to communicate with other people through chat rooms and emails have been kidnapped, assaulted and sometimes murdered. Young people need to be aware of these dangers. The information in this task comes directly from organisations that promote safety on the Internet. If you want to get more information, you can do so at these websites: www.safekids.com and www.iwf.org.uk . You could either ask students to read through the information on their own, or you could use the passage as a whole class reading exercise. Task G page 125

Give students ten minutes to discuss the questions in this task before opening up the discussion to the whole class. Students might have their own ideas for these questions. They should also use the information in task F. Tasks H & I page 125

In these tasks, students have to use the information from task F and ideas from the class discussion in the last task. The aim is to design a poster which helps children to understand the potential dangers of using the Internet. In task H, students should work in a pair. When they have designed their own poster, they should share their ideas in task I with another pair or with the whole class.

Section two Task A

Mobile communication page 126

Allow students a few minutes to see if they can match the dates with the events. Then, play the tape so that students can check their answers. Answers: 1876 1956 1962 1966 1973 1983 2003

(e) (f) (g) (b) (a) (d) (c)

Task B

pages 126 & 127

This is, first of all, a reading exercise and students should be given time to read through the passage by themselves. They need to think carefully about the blank sentences and decide what the missing words are. Encourage them to use the mini dictionary and any other dictionaries they may have. Monitor students progress and then, when they have finished the reading exercise, you could ask the class for suggestions regarding the missing words. Do not tell students if their answers are right or wrong, but play the tape now and tell the class to listen carefully while checking on their answers. Answers: 1. talking 2. mobile 3. granted 4. pioneer 5. weighed 6. million 7. technology 8. businesses 9. expensive 10. school 11. cheat 12. number 13. contact 14. systems 15. receive Task C pages 127 & 128

This task helps to ensure that students have a good understanding of the reading passage. Give students a few minutes to complete the task on their own before checking the answers with the whole class. Answers: 1. True. 2. True. 3. False. In 1973, only one man could use a mobile phone. 4. False. The first mobile phone was much heavier and bigger than those of today. 5. True. 6. True. 7. False. Today, you can see people using mobile phones on every street in almost every town or city in the world. 8. False. Only some students use mobile phones to cheat in the exams. 9. True. 10. True.

Task D

page 128

Allow students a few minutes to complete this vocabulary exercise. Encourage them to use the mini dictionary as well as any English dictionaries that may be available. Then, check the answers with the whole class. Answers: transmission fibre-optic cable transatlantic communications satellite technology take for granted todays standards Tasks E, F & G

(g) (e) (d) (f) (b) (c) (a)

pages 129 to 131

These tasks are intended as a little bit of fun. However, they do have a serious side as well. People in business are always using text messages these days to communicate with their colleagues. The chances are that if you attend a business meeting almost anywhere in the world, youll find people receiving and sending text messages during the meeting. Either read through the information in task E with the whole class or get students to read it for themselves. Then, allow a few minutes for students to rewrite the messages using the chart on page 128. In task G, students work out their own messages using abbreviations from the chart. Answers: Task E 1. People are starting to use SMS abbreviations all the time. On the other hand, not everyone understands what be seeing you means. To stay in touch with someone by mobile, SMS abbreviations are great. (The message ends with a smile!) 2. Hi Ida. How are you? Are you free at the weekend for my birthday party at my address? Please come if you can on Saturday night at 8. It will be great to see you again. Have a nice day. Ricky. Task F (i) RUOK = are you OK (iv) ILBL8 = Ill be late Task G Students own ideas

(ii) BBL = be back later (v) XLNT = excellent

(iii) LMK = let me know (vi) @}-,- = a rose

Task H

page 131

Students should work in small groups to discuss the good and bad points about mobiles phones. Monitor these discussions to make sure that everyone is speaking in English. After allowing five to ten minutes for this group work, you could open up a whole class discussion. Section three English for everyday use

Task A

page 132

Allow students a few minutes to think about the questions before having a short class discussion. Students should have their own ideas for the answers to the questions. Task B pages 132 & 133

There is a lot of information in this task for students to absorb. Although students could read through it on their own, it is probably better to go through this information as a whole class, if you prefer. Task C page 133

In this task, students have to apply the information they have just learnt. Allow five minutes for this before discussing the task with the whole class. Students will have their own ideas, but they should use phrases from the chart in task B. Task D page 134 & 135

Go through the reading passage to ensure that students understand the information fully. If it is possible, you could ask different students to read each paragraph. Task E page 135

This task requires students understanding of the reading passage. Allow a few minutes for students to answer all the questions before checking the answers as a whole class exercise. Answers: 1. The introduction tells us that Mr. and Mrs. Turner are going away for a weekends break. They are leaving Gemma at home. Gemma is planning to have a party for her friends. 2. the first problem of complication is that Gemma doesnt have all the ingredients she needs to cook food for the party. 3. Rosie goes shopping for the ingredients. 4. The second problem or complication is that too many people who Gemma doesnt know arrive at the party and behave really badly. 5. Gemmas neighbour, Mr. Bell, phones the police station and gets police officers to come to the house and get everyone to leave. 6. The story ends with Gemma trying to work out what to tell her parents in a text message. 7. We cant have party without proper food, she told Rosie. What will people think? It will be so embarrassing! 8. Ive just invited my friends, replied a worried sounding Gemma. I dont even know who some of these people are. 9. Who invited you? a very annoyed Gemma said to the boys. I dont know you. 10. Gemma felt angry now. She went into each room shouting Get out of my house! to everyone. 11. Im sorry but I didnt invite any of these people, said a very ashamed looking Gemma. 12. She felt very sad now. How could my party have turned into such a disaster? she asked herself. Task F page 135

Students will have their own ideas for this task. Task G page 136

Go through the chart to ensure that students understand the information fully. In the next task, students should apply what they have learnt. Task H page 136 & 137

Students use information from the previous task and change the short dialogues into polite English. Allow a few minutes for this before asking students to work in pairs and read their polite dialogues to the whole class. Students should have their own ideas for the answers. These are only examples: 1. 2. 3. 4. 5. A B A B A B A B A B Dad, could I possibly go out tonight? No, Im afraid not. Would you mind lending me your phone? Im sorry, but I cant. Would you like to go shopping tomorrow? That would be good. Would you like me to get you a drink? Yes, please. Mum, would you mind giving me some money? Im sorry, but I dont have any. page 137

Tasks I & J

In these tasks, students should work with their partners and practise making extended dialogues using the information they have learnt. After allowing enough time for students to work on their ideas, you could ask volunteers to read or act out their dialogues in front of the whole class.