Modern Communication Technology

After practising the activities in this chapter, you should be able to:
1. Talk about modern methods of communication, and compare them using adjectives and modifiers.
2. Describe your experiences of using different communication devices.
3. Discuss the advantages and disadvantages of various communication methods.
4. Use wh-questions and auxiliary verbs.
.5. Understand and use the appropriate etiquette, language and registers for
different types of devices and forms of communication.
6. Use negative sentence forms and interrogative clauses.
7. Understand and use the instructions in manuals and brochures in order to become familiar with the features, functions and applications of various devices.
8. Understand and use the terms and vocabulary related to various communication methods.
9. Understand the difference between the terms used to and I am used to.

Key words
connection
network
device
etiquette
manual/brochure

INTRODUCTION

In this chapter, you will communicate using telephones and other electronic methods and share your experiences of modern technology.
It is important that we think and learn about the different kinds of communication methods and devices available. We need to know which is the best for our particular needs, and how to use the functions and applications they have.

Different methods of communicating in the modern world
Which communication devices do you know? How much do you know about the different communication devices available to you? Each device has different features and applications and is used in a slightly different way, or for different purposes.
It is important to think about what your needs are, and which device would be the most suitable one of you.

Activity 1.1 Share what you know about modern communication devices
Work in groups.

1. List all the types of communication technology you can think of.
2. Discuss your examples and make notes about:

• what the devices are used for
• how the devices are used
• where these devices are used
• which of these devices are found or used at your school
• which devices are owned or used by you or your family?

3. Draw a table to summarise the information from your discussion, using the following headings:

• Communication device
• How and why it is used
• Where it can be found.

4. Share your findings with the class. Use the tables created in groups, to create one class table of communication devices and methods.

You will need:
1. manila paper
2. an exercise book and a pen.

Adjectives and modifiers
Adjectives are used to describe or give more information about nouns.
For example:
1. She wore a beautiful dress.
2. This is an interesting book.
3. The big brown dog barked at the terrified children.
Adjective modifiers are placed in front of adjectives to add more detail
For example:
1. It was an extremely hot day.
2. I was very happy to see you!
3. Don’t be so greedy!
4. The food was slightly spicy, but also really delicious!

Activity 1.2 Compare and contrast communication technologies

1. In your exercise book, write the heading Telephones, Explain the similarities and differences between the function of landline telephones, mobile phones and smartphones.
2. Write a new heading in your exercise book: Other communication devices.
   Describe the different types and uses of telephones, tablets and computers for communication purposes.
3. Draw a table in your exercise book. Label the columns Advantages of the Internet and Disadvantages of the Internet. Using adjectives and modifiers, write the advantages and disadvantages of the Internet in the columns of the table.
4. Working in a group, discuss the advantages and disadvantages of online communication, such as chat rooms, texting applications, and social media sites, such as Facebook and Instagram.

My experience of modern communication devices
Sharing our knowledge and experiences with one another, helps us to make informed decisions about using devices.
Sharing our skills and knowledge can also help others to use their devices more effectively.

Wh-questions
When you ask for information, you often use wh-questions. Examples of these question words are what, when, where, who, which, whose and why.
Wh-questions often use the auxiliary verbs to be, do or have.
The answers to these questions do not use yes or no, instead the answers provide information. For example:
1. Why is your brother buying a tablet?
Answer: He needs one for his new job.
2. Which type of tablet will he buy?
Answer: I don’t know, he hasn’t decided yet.
3. When does he start his new job?
Answer: He will start work at the beginning of next month.

Auxiliary verbs

Auxiliary verbs are used with other verbs to provide the tense of the sentence, and to form questions or negative forms. The main auxiliary verbs used in English are to be, do and have. For example:

• I am typing my assignment on the computer at the moment.
  The auxiliary verb am is a form of the verb to be. Here it shows that the sentence is in the present continuous tense.
• Does he use his landline very often?
  The auxiliary verb does is a form of the verb do. Here it is used to form a question.
• We haven’t downloaded the update of this application yet.
  The auxiliary verb haven’t is a form of the verb have. Here it is used to form a negative statement.

Activity 1.3 Carry out a survey on the uses of communication devices
Work in groups.

1. Carry out a survey on learners’ uses of communication devices.

• Prepare questions for the survey using the wh-question words.
  Examples of questions could include: What device do you use to research school work? Which device do you use to talk to your friends?
• Interview each group member. Make notes of their answers to the questions. Take turns to ask questions.

2. Create a table of the results you have collected from your group.

Activity 1.4 Present the results graphically
Work in groups.

1. Use the table from Activity 1.3 to create a graph to show the results.
   Examples of graphs you could use are pictographs, bar graphs and pie charts.
2. Present your findings to the class. Each group member can present a different graph.

Activity 1.5 Describe how to use a communication device

1. Choose an activity related to the use of communication devices. It could be sending an email, downloading music or an application or creating a new contact on your phone.
2. In your exercise book, write a list of instructions explaining how you perform this activity. For each instruction, use at least one auxiliary verb.
3. Read through your list carefully. Make sure the instructions are in the correct order, and are clear and accurate.
4. In groups, use your list of instructions as a guide, take turns to explain to your group how to perform the activity.
5. After each explanation, the group is to give feedback about the accuracy and clarity of the instructions.

The advantages and disadvantages of modern communication devices

Modern communication technology can make our lives much easier, and help us to learn new skills and information. However, it can sometimes feel quite overwhelming when we think of all the devices and services that are available, and how much our lives are affected by them.

Activity 1.6 Discuss the advantages and disadvantages of modern
communication

1. Discuss the advantages and disadvantages of each of these communication
   devices.

• landline telephone
• smartphone
• computer
• tablet

1. Place the advantages and disadvantages of modern communication devices in a table.

1. Present your views to the class, and listen to the opinions of others.
   Respond to their views, explaining why you agree or disagree with them.
   (Speak calmly and politely and discuss the chapter in a logical way.)

Communicating effectively and appropriately

Communication technology has advanced and changed so much in a relatively short time, making it difficult sometimes to know how to use it properly.
Knowing how to communicate politely and appropriately is very important.
Presenting ourselves in a negative manner or offending people can be avoided with the correct communication skills.

Negative forms
You can form negative sentences by putting ‘not’ after the auxiliary verb.
For example:

If the sentence does not have an auxiliary verb, add do to form a negative.
For example:

Other words can also be used to form negatives, such as never, hardly, seldom and rarely, etc. For example:

Activity 1.7 Discuss the correct etiquette for using communication devices
Work in groups.

1. Discuss the possible rule, which can be put in place for the use of devices at school, such as mobile phones, tablets and computers. Use words such as ‘do’ and ‘don’t’ in your discussion.
2. List the rules mentioned in your discussion, using the negative forms.
3. Explain your list of dos and don’ts to the class, giving reasons for your choices. Each group member should have a turn to explain a point. Allow the class to share their opinions on your list of rules for using devices.

Clauses

A clause is a group of words that includes a subject and a verb. There are different types of clauses in English, such as declarative clauses, imperative clauses, exclamative clauses and interrogative clauses.
Declarative clauses are statements which give information. For example:
He is typing his report on the computer.
Imperative clauses are commands or instructions. For example:
Log off the network before you leave the class.
Exclamative clauses express feelings such as surprise or shock. For example:
That is such a useful app!
Interrogative clauses take the form of questions. For example:
What make of smartphone does he have?
Wh-words are often used in interrogative clauses. The sentence structure is usually wh-word + auxiliary/modal verb + subject + verb + the rest of the clause. For example:
1. Why is she using my laptop instead of her own?
2. When did you send the email?

3. How can I find more information about webpage design?
Interrogative clauses can be affirmative or negative. For example:

Register

Register is the way in which a speaker uses language in different situations.
Register can be identified by how formal or informal the language is. If you are speaking to a stranger, or someone in a position of authority, you would use a more formal register. For example:

Using the correct language

We need to understand and use the different forms of language effectively. This will allow us to understand what is being communicated to us and help us to make the most of different devices and platforms.

Activity 1.8 Understand register used in telephone conversations
Work on your own.

1. You are planning a birthday celebration and need to make phone calls to different people.

• Plan and write telephone conversations in your exercise book. Use the same format that you would use for writing a dialogue.
• You will need to phone a few friends, family members and businesses to organise the food, music, or extra chairs and tables.
• Make sure you use the appropriate register for the different people you speak to on the phone.
• Use interrogative clauses in your conversations.

2. In your groups, perform your dialogues. Give helpful comments about the use of different registers and interrogative clauses after each conversation.

Activity 1.9 Understand and use language forms for different types
of messages
Work in groups.

1. Read the examples of SMS messages below and an email that follows
2. Discuss the messages in your group.

• Compare the two greetings.
• What language is used when typing messages on mobile phones?
• What abbreviations are used in an SMS?
• What language is used when typing emails on computers?
• How should you begin and end an email?

3. In your exercise book, write four examples of SMS messages you would
   send to:
   a parent
   a friend
   a teacher
   a doctor.
4. In your exercise book, write an email to a person from a different country, like the one above. Explain more about yourself. Decide on the language style you would use, remembering that this is not someone who knows you.
5. Exchange books with a partner. Read through each other’s messages. Give positive and useful feedback, by commenting on the different forms of language used in the messages.

Making good use of your device

Not only do we need to learn how to use language correctly in different forms of communication, but we also need to understand how to use the different features of a device.
Mobile phones, tablets and laptops are constantly being updated with new features and applications.
They can be very helpful and convenient for the user but the user needs to understand how to use them!

Activity 1.10 Understand and use manuals and brochures
Work in pairs.

1. Skim through the brochure of smartphone options found on the next page.

• If you wanted to buy a smartphone, what important information would you look at on the brochure?
• What information do you think the brochure should include?
• Choose one of the smartphones. Give at least one reason for your choice.

1. Discuss your findings with a partner. Decide whether you both felt the brochure was helpful or not.
2. Your teacher will provide copies of smartphone manuals. Pick one and skim through it. Discuss what caught your attention.

4. Read through the manual more carefully. Choose one particular function or application of that device, and find out how to use it. Ask questions about the device chosen by another member of the group. Give your opinion.
5. Using the manual of a device that you have access to, identify the instructions for performing a function on that device. Demonstrate to your partner that you can use these instructions to successfully perform the chosen function, using the manual’s instructions

Developments in communication technology

The development of communication technology is getting increasingly faster than ever before. It is, therefore, important for us to keep up with the latest developments if we are to make the best use of the services and features available to us.

How did people communicate in the past?
We know that communication technology has changed rapidly. The methods people used to communicate in the past were very different from what it is today. The way we communicate has a big impact on the way we live now, just as it had an impact on the way people used to live in the past.
We become so accustomed to the way things are, that we quickly things can change, and how much this can affect our Lives

You will need:
a phone and a computer.

Activity 1.11 Understand and use technical terms and language related to
communication devices
Work in groups.

1. Research the latest developments in a particular aspect of communication technology. Here are some examples: the storage capacity of a computer; the quality of the camera on a smartphone; the size and weight of a tablet or laptop; live video calls.
   Find out as much as you can about the developments.
   Make a note of the technical vocabulary you have learnt through your research.
   Find out the meaning of any vocabulary you are unsure about.
2. Write a summary of the information you have collected from your research. Make sure the description is clear and logical, and you use the technical terms that you learnt.
3. In groups, take turns describing a communication device you would like to own. Use technical vocabulary in your description, related to your chosen device.
   Explain why you have chosen this device.
   What features and applications the device has, and their importance
   to you.
4. Ask questions about the device, and give your opinions on your choice

The habitual past tense

The habitual past tense is used to describe an action that was repeated regularly in the past, but is no longer done. We usually use the phrase used to, followed by the verb. For example:

• Desmond used to phone his parents every week when he was at boarding school.
• Show what people used to do before they had mobile phones.

Be careful of being used to and getting used to. These phrases look and sound very similar to the habitual past tense, but they have different meanings.
To be used to something means to be familiar with or accustomed to that thing. For example:

• She is so used to her old phone that she doesn’t want to get a new one.
• lam used to this application now, so I don’t need your help anymore.

Getting used to something refers to the process of becoming familiar with something. For example:

• You will have to type all your assignments on the computer, so you will have to get used to it.
• I found this Accounting programme difficult at first, but I got used to it.

Activity 1.12 Understand the use of ‘used to in different ways
Work in groups.

1. Think about forms of communication that were used in the past. You can ask the older members of your family, and use the Internet to do some research, to find some examples.
2. Using the habitual past tense, write a few sentences about these outdated forms of communication.
3. Read your sentences to your group
4. Think of some examples of modern communication devices that you, and others, regularly use. Write the examples your group provides in your exercise book. Start each sentence with the person’s name. For example:
   Penelope is used to checking her emails every day.
   lam used to look up words in the online dictionary.

5. Share your examples with the class.