Telecommunications Teacher's Guide

Telecommunications

Teacher's Guide

Telecommunications

CONTENTS

Introductory notes 3

Course goals 3

Dealing with receptive skills 3

Pre-text work: activating schemata 3

The role of lexis . 3

Teaching functional language 4

Dealing with pronunciation 5

The role of grammar 6

Recycling and revision 6

Lesson notes 7

Module EE.01.1. Installation and maintenance of telecommunication lines 7

Module EE.01.2. Measurements of transmission parameters in telecommunication lines 22

Module EE.01.3. Installation and maintenance of telecommunications equipment 35

Module EE.06.1 Starting and maintenance of access networks 46

Module EE.06.2. Starting and maintenance of WANs 61

End of course test 85

Key for end of course test 94

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Introductory notes

Course goals The material provided has specific and limited goals. The main focus is lexis related to specific technical areas and fields of professional competence. The lexis is presented in a range of communicative contexts. These are mainly transactional dialogues to provide listening practice of real-world language use, but also include reading texts from technical manuals and the like. These texts - both aural and written - contain many highly valuable examples of functional language. For anyone undertaking a career in these fields familiarity with a range of technical lexis is necessary but not by itself sufficient: as well as understanding the technical terms a worker must interact and cooperate with other workers, managers and clients. Therefore the notes provided for each lesson will include ideas on how to exploit the texts and examples for communicative as well as linguistic purposes.

Dealing with receptive skills

Pre-text work: activating schemata Outside the classroom it is very rare for us to listen to or read a text without any kind of preparation. Generally, we know quite a lot about what we are going to hear or read: we know where it comes from, why it was written, what style to expect and how much information will be included, for example. We also have a purpose for our listening or reading. Perhaps we are looking for some particular information or perhaps we want to check if something we believe is actually correct. All of this helps us to read efficiently. Therefore it is important to set texts up in a similar way in class, using visual or other stimuli and allowing students time to build expectations and reflect on what answers they expect. The better we can generate interest in the topic and encourage the students to form expectations with regard to the text, the more effective our receptive skills work is likely to be. Tasks move from the very global or very specific to the more detailed. Initial comprehension tasks do not require the students to understand everything in the text, but rather serve to introduce the students to it. They do, however, still represent real world practice, as the tasks reflect the way that we approach texts outside the classroom: Page 4 of 105 getting a general impression, for example, or searching for a particular piece of information. Post-text work: follow-ups and extensions This can be linguistic (grammar or vocabulary) or skills (especially productive skills - speaking or writing). Not all texts offer potential for fluency, of course, but those that do can be usefully exploited through performance (acting out dialogues with a partner, for example).

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The role of lexis Each lesson introduces a range of technical terms, from individual items of vocabulary to fixed phrases of varying length and complexity. It is important to consider how these items will be used by the learners. Some items may be intended only for passive knowledge, which is to say the learners will need only to recognise and understand them when encountered in technical instruction manuals or parts catalogues, or when given instructions referencing them. Other items may be worth teaching for active use - i.e. the learners will need not only to recognise and understand them, but also to use them in communicative interactions and, therefore, to some degree manipulate them. Our awareness of this will determine how we teach the items and how much detail the learners should include in their notes. Items of vocabulary and lexical phrases do not exist in isolation. Where there are common collocational patterns these should be highlighted to the learners, especially in the case of items for active use. In the learner’s material these patterns are not explicitly identified but they will be listed in this guide. Very often this will not require the learning of any additional language items by the learner, as many collocating verbs and adjective are very simple (‘do’, ‘make’, ‘have’, ‘big’, ‘major’ etc). Highlighting the existence of these patterns, including them in the practice activities in the lessons and encouraging learners to record them in their notes are very valuable habits and this guide will include reminders and suggestions as to when and how to incorporate such work. When teaching lexis it is also important to distinguish between specific and general terms. Learners need to be aware of how widely a given term is used. A term may have a limited technical meaning and be used only in a narrow range of contexts, such as in conversations between specialists, or it may be a term which can be used in communication with non-specialists in more everyday situations. Some terms, of course, may have multiple meanings so that they have one meaning in a technical conversation and another meaning outside of this. An example would be the term ‘aggregate’ which to a specialist may have one meaning (a tractor connected to another piece of agricultural equipment) but which to a layman may mean something entirely different (the total score Page 5 of 92 of a player or team in a fixture comprising more than one game or round). Ensuring that learners are aware of these differences in usage is important to avoid potential problems outside the classroom later on. One way to highlight collocations in a student-centred and engaging way, while still maintaining a clear focus on the items you wish to deal with, is to write up part of the collocation on the board and ask the students to find the collocating parts. For example, if the phrase is ‘it was pouring with rain’ then you might write up ‘rain’ on the board and ask the students to find the phrase with ‘rain’ in the text. Once they have done this you can establish if the phrase is a fixed expression or allows for some manipulation.

Teaching functional language Functional language by its nature derives much of its meaning from the context in which it is used and therefore it is crucial to exploit the context when introducing such language, and to Strona 4 z 94

ensure that the intentions of the speakers are clearly identified. While some functional expressions can usefully be analysed in terms of generative grammatical structures, most are best considered fixed or semi-fixed expressions and dealt with and recorded accordingly. This guide will list the most useful functional exponents occurring in each lesson, allowing the teacher to select according to the particular needs of the particular group. When dealing with functional language the bare meaning is important but not always sufficient. Appropriacy is also an important aspect. Remember to establish whether a particular exponent is formal, informal or neutral, and in what contexts it may be used. As with collocations, make sure the students recognise which parts of the item are fixed or semi-fixed and which can be manipulated or changed. For example: ‘How do you do?’ is a fixed expression which is rarely changed. ‘How are you doing?’ is an expression which can be manipulated to a degree. For example, we can say ‘How are we/they doing?’, ‘How is he/she doing?’, ‘How are you coping?’ and ‘How are you managing?’ and so on.

Dealing with pronunciation Broadly speaking, we can identify three aspects of pronunciation teaching:

- during language introduction and clarification

- prior to speaking tasks to facilitate production

-during feedback for remedial or corrective purposes

These will, obviously, affect the way we go about pronunciation work. During language introduction we may highlight aspects of the target language which we predict will be Page 6 of 92 challenging, but we provide a model of the whole item or structure, with an emphasis on accuracy. Fluency is much more the focus when dealing with pronunciation before speaking tasks. For this reason it is important to model and drill the language in context - putting the phrase in a short sentence, for example, rather than dealing with it in isolation. With remedial pronunciation work the aim is to raise awareness of the error and demonstrate the correct form so it is helpful to isolate and highlight the specific problem, exaggerating it for clarity’s sake. Drilling is quite a mechanical activity, having its roots in behaviourist habit formation. To avoid losing the students’ focus it is important to keep the energy level and the pace high, and having a clear drilling routine at your fingertips, so to speak, is the simplest way to achieve this. Here is one such pattern:

1. THE TEACHER MODELS THE TARGET LANGUAGE THREE TIMES

2. THE STUDENTS REPEAT CHORALLY

3. THE STUDENTS REPEAT CHORALLY AGAIN

4. THE TEACHER HIGHLIGHTS KEY ASPECTS OF THE TARGET LANGUAGE

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5. THE STUDENTS REPEAT CHORALLY

6. THE TEACHER NOMINATES INDIVIDUAL STUDENTS TO REPEAT INDIVIDUALLY WITH CORRECTION AS APPROPRIATE

7. THE STUDENTS REPEAT CHORALLY TO FINISH

The entire drill should be conducted at pace without allowing the energy levels to fall, which means that we move from stage to stage without hesitation. Effectively it can become something akin to a rap with the only pauses when correction is required. The students may repeat the target language five or six times in total in the space of less that two minutes, giving them intense practice without boredom and loss of motivation. Within the drill the teacher may use various techniques - highlighting with gestures, showing contractions with fingers, asking students to identify particular words in the phrase and so on - and after the drill the teacher may choose to follow up with some repetition in pairs to allow monitoring. It is important to remember that no drill can guarantee perfect pronunciation; it is a process which takes time and which tends towards gradual incremental improvement rather than leaps forward. The role of grammar Grammatical structures are not the main focus of the material. That is not to say that they have no place, but rather that they should be introduced where a focus on the structure Page 7 of 105 is likely to be of communicative value to the learner. Though, as said above, functional exponents are generally most usefully taught as expressions, it can sometimes be beneficial to highlight generative grammar patterns and this guide will highlight where this is the case preparation:. Recycling and revision The material includes recycling and revision tasks at the end of each module and this guide contains quizzes after each second module and an end-of-course test. Of course, more recycling can be incorporated, particularly of vocabulary, collocations and functional language. One way to do this is with a revision activity at the start of each lesson. Some possibilities requiring little 1.Back to the board - The students work in pairs or groups. One person sits so that they cannot see the board. The teacher writes a word or phrase on the board and each group tries to make their colleague say the word by defining it or providing examples. This can be done as a competitive game. 2. Pairs word race - Put the students into two groups. Each group chooses five words from the last lesson(s). The students pair up with a partner from the other group and take turns trying to make their partner say each word on their list using definitions or examples. Again, this can be a competitive task. 3.Hangman - This can be played with the group as a whole. If the students guess the word then they win; if they do not then the teacher wins.

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4. Wordsearch - A wordsearch is easy to make and can be a useful way to revise items taught previously. 5. Spoken gapped texts - You can use a text from the previous lesson or use one from the beginning of the lesson at the end of it. Simply read the text out replacing certain words with ‘something’ and ask the students to provide the missing word each time. 6. Anagram - Write items of vocabulary from the previous lesson on the board with the letters jumbled up and ask the students to write them out correctly.

Lesson notes

Module EE.01.1. Installation and maintenance of telecommunication lines Lead - in Task 1

To introduce the topic and generate interest among students you could note down the following words on the board and ask them if they know their meanings. You can provide your Students with the definitions/dictionary/you can also ask students to find the meanings in on-line dictionaries using their smartphones.

https://www.diki.pl/ excavator-koparka shovels-szpadle drifters-przebijak

Hydraulic Car Crane- Hydrauliczny Dźwig samochodowy jacking machine- maszyna przeciskowa pipes- rury wells- studzienki

Ask students to work in pairs, give them 3-4 minutes to find the meanings. When students have the right definitions ask them to share them with the rest of the group. Ask students in which industry we can use the words provided on the whiteboard. This stage is designed to warm students up and allow them to settle in, so there is not much need for monitoring or feedback.

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Task 1 - Listening for gist

Students will watch or listen to a conversation between a construction manager and a worker. The construction manager asked his workers to do the following jobs: make a borehole, dig a ditch along the fence and make wells. The dialogue is about problems that can occur and solutions that can be found. It provides the context for the target language given in the last stage and gives students the opportunity to hear the target language in the professional context (see the section on lexis).

Tell students they are going to watch the video, listen to the dialogue and answer a few questions. Give them some time to read through the questions and clarify the meaning of any new words at this stage. With less confident group you can pre-teach vocabulary like: trench (v) make a borehole (v) dig a ditch (v) ect.

Students compare their answers in pairs. In feedback ask students to give you the answers open-class and make sure you clarify any doubts.

Answers:

1. T

2. F

3. F

4. F

5. F

6. T

7. T

8. T

The text contains examples of various grammatical forms which could be explored if necessary, depending on what you perceive as an area students might need to improve:

Present Simple, direct questions, modal verbs: have to,should, Future Simple: will

Optional activities:

1. You can print the dialogue, cut it out into pieces and give them out to students. Then ask them to listen carefully and put the conversation in the right order as you will read the dialogue out loud.

2. You can also dictate some parts of the dialogue for the students to write down. Focus on the parts which contain the most difficult and relevant words for an effective practice. After

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they’ve finished writing, the students should swap their texts with their partner and peer check their work.

Task 2 -Listening for detail

Test what students already know or remember by putting words on the board (or any other means that you opt for):

Tell students they are going to watch the video about installation system and wire path control. Their task will be to arrange the installation process in the right order.

After first listening ask students to put the following words into 3 columns connector (n) suspension (n) install (v) aerial platform (n) telecom trigger (n) perform (v) power distribution company (n) circuit (n)

I know what it means Not sure No idea

Students compare their answers and help each other define or translate the words. This stage encourages peer teaching and allows the teacher to monitor closely to gauge which vocabulary items are worth teaching. Teach the ones students struggle with the most in an open-class mode.

Tell students to arrange the process in the right order. Give students 3-4 minutes. Additionally, you can write the answers on the whiteboard to drill the pronunciation.

Answers:

1. trenching

2. installation of pipes

3. laying the cable

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4. backfilling trenches

5. land reclamation

TRANSCRIPT

Dialogue

(2): Hi! (1): Good morning. What do we have to do today?

(2): We have to make a borehole, dig a ditch along the fence and make wells. (1): Well, what is a deadline to do all that work? (2): You have a week for it.

(1): It will be difficult to do this because we have to use an impact mole to break through the road using trenchless technology. It will take about 3 days. (2): Hmm ... is it necessary? (1): Yes, a few hours and we will have a borehole made, and so we would have to strip off the cobblestones, break through the concrete ballast, then to lay it back, to cut the long story short – it is a real disaster. (2): You're right, I'll give you three more days. But do something in the allocated time. (1): Yes, I will arrange a small excavator and we will do all trenches right away. Pipes and wells will come tomorrow. The day after tomorrow we will put them on, we will start laying the cable. During this time, they will bring the jacking machine and make a borehole under the road. The entire sewerage system should be made within approximately 8 days, with backfilling of trenches and land reclamation.

(2): Great, then we will follow the schedule. (1): I think the guys will make it.

(2): Anything else you need? (1): Not really. We have an excavator, shovels, and a drifter, when the telecommunication wells arrive, they will be unloaded by the Hydraulic Car Crane (HCC) on the assembly sites, so far I don’t anticipate any problems. (2): OK. Very well then, unless the weather breaks down. (1): No, the weather will be fine for the whole week, I have already checked the satellite forecast.

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Optional activities

Jigsaw reading

Cut the text in half. Divide the students into two groups A and B so that As sit together and Bs sit together. Distribute slips of paper with the text. They will need to tell another person what they read about. Allow a few minutes to read, prepare and consult within the group. Now pair As with Bs and monitor closely. Note down some good examples of the language they use, and sample sentences to correct or upgrade in the language feedback stage.

Matching pictures with the text

Cut the text in half with the pictures. Divide students into pairs, you can shuffle group so that students change partners. Tell students they are going to put the text in the right order text to the right picture, give students 2 minutes. If possible stick the right answer on the whiteboard.

Task 3 - Listening for detail

Students will watch a video about installation of the system and wire path control. Their task will be to discuss which of the issues provided in the task 3 should be consulted with the power distribution company. Tell students to ask at least 2 people from the group about their opinion, give students 4 - 5 minutes for the discussion. Monitor their discussions.

Language feedback

Put some good, as well as some incorrect examples of students' language on the board. First, ask them to decide which ones are correct and mark them with a tick. Now, tell them to improve or correct the rest in pairs. Conduct thorough feedback in class, upgrading their language and correcting any mistakes.

Answers:

1. Scope of works

2. Works schedule

3. Deviations from the schedule

4. Number of sections where works will be performed

Task 4 - Post- listening

If necessary, students can watch the video about installation of the system and wire path control again. In this task they need to choose the one correct option in each sentence. Allow

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the students some time to read the text and deal with any unknown vocabulary. Students compare and discuss their answers before an open-class feedback.

Answers:

1. aerial platform

2. power engineering services

3. telecom riggers

4. the contractor

5. deviations from the schedule

6. do not require

7. load capacity

TRANSCRIPT

Narration

The first matter that interests us in the context of installation and channel control is the installation of connectors and accessories. Connectors and accessories are connected to the suspensions at the pole. First, we install the suspension and then the cable.

After installing all the equipment, we hang the cable on the poles. If possible, all works should be carried out using an aerial platform, because it is definitely the safest solution for the telecom rigger and allows him to perform all activities in comfortable conditions.

Another extremely important activity is the installation of cable cabinets. Even before the assembly, we need to calculate the size and carrying capacity of the cabinets. The right place for them should be chosen at the stage of network design.

The cabinets are mounted on the column foundation. Freestanding and suspended cabinets on buildings do not require a building permit which makes them very popular.

After installing the cables and cabinets, supervision and control over the installation remain. Any work carried out on transmission towers should be consulted and supervised by power engineering services.

Before commencing works, the schedule of works and the scope and number of sections on which the works will be carried out should be presented and agreed. If difficulties occur, notify the power distribution company about all deviations and changes. The contractor pays for the work of the power distribution company - this should be taken into account when creating the Strona 12 z 94

project budget.

Supervision of a power distribution company is important not only for the safety of telecom riggers, but also for the entire network - breaking the circuit due to errors during work on network elements can lead to problems that go far beyond the area where the works are carried out.

Optional activities

Should you decide to follow the exercise up with exploring some useful language, bear in mind the following steps:

1. present the target language in context and co-text to enhance understanding

2. focus the students on the target language

3. explain its meaning and use

4. highlight the form

5. provide a controlled practice task to check if students got to grips with both its meaning and form

6. provide some thorough pronunciation practice, highlight the features of connected speech, prominence, word stress, intonation; drill the whole sentences; be energetic and make it fun; use a variety of drilling techniques (choral, individual, pair, disappearing, substitution drills)

7. to put it all into practice, provide a freer-practice activity, mirroring real life situations, where students use the target language in a natural context in speaking

Revision games

Write two words on the whiteboard equipment and activities and ask students to work in pairs and come up with as many words they can remember.

Suggested answers: equipment: excavator, shovel, drifter, HCC Hydraulic Car Crane, jacking machine, impact mole activities: dig a ditch, make a well, make a borehole, strip off cobblestones, dismantle cobblestones

Alternatively, you can draw a mind-map for students to come up with their ideas in pairs or in a group.

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Revision - matching game

Students match English vocabulary items with their Polish equivalents. Allow them to work individually before comparing the results in pairs. Elicit answers open-class. Alternatively, set the task as homework, especially in stronger groups. You can cut the suggested answers into strips and give them to students for practice.

Suggested vocabulary:

1. wykonanie wykopów - trenching 2. osadzenie rur - installation of pipes 3. osadzenie studzienek- deposition of wells 4. ułożenie kabla- lay the cable 5. zasypanie rowów- backfill trenches 6. rekultywacja terenów- land reclamation 7. zakres obowiązków- scope of work 8. work schedule- harmonogram prac 9. deviations from the schedule- odstępstwa od harmonogramu 10. aerial platform- podnośnik koszowy 11. a contractor- monter 12. load capacity- nośność

Task 5 - Listening for detail

Tell students they are going to listen to a text about quality control. Before they listen, ask them to read the multiple-choice questions first. Then play the recording and ask the students to select the correct options as they listen. Allow them to compare their answers in pairs before carrying out a whole-class feedback. Next, listen to the narration again and ask students to identify the parts which indicate why given answers are correct. Optionally, you can cut out the text and distribute it to the students.

TRANSCRIPT

Quality control is extremely important during telecommunications work. It makes a big contribution to eliminating defects and reduces costs by subtracting the value of possible network repairs. After completing the work, each section of the system should be checked and inspected each time. The system must be checked by a person with extensive experience

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who knows all the causes of failures and faults. After the measurements have been taken, an experienced person like this will know what caused the failure. The purpose of the inspection is to check that the work is in compliance with the design documentation and accepted standards. Materials used for installation are also checked.

Fibre optic cable lines in telecommunications are checked for compliance with the design, rupture of the cable sheath (overstretching), protection against corrosion, connections and assembly of connectors.

In addition, the wire paths on the cable lines must be checked by performing optical measurements. When we suspend the cable we need to measure the optical fibre parameters with a reflectometer. Another reflectometer test should be performed after mounting and connecting the control sections. We record all of the results of the optical measurements. The remaining measurements that are taken include the measurements of the overall attenuation (loss) of all optical fibres and the measurement of back reflection loss. This is to ensure that the wire paths are running correctly and there will be no need for expensive corrections.

Answers:

1. contributes to the elimination of defects

2. always after the completion of works

3.with extensive experience

4.to check compliance with design documentation

5.breaking of the cable sheath

6.a reflectometer

7.optical

8.avoid costly corrections

Collocations to highlight

Thanks to..., in terms of + noun/ -ing significantly, the purpose of + noun/ - ing

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Task 6 - Lexis

In this exercise students need to choose the correct word that best completes the sentence. Students should do the task individually before comparing with their partners. Conduct brief open class feedback and put the vocabulary you choose to highlight on the board.

Answers:

1. lines

2. cable

3.compliance

4. current meter

5. Control

6. sections

7. Reflectometer

8. decrease

Game - Catch

Ask the students to play the game in which they’ll need to catch the words matching the category given in the instructions. Alternatively, board the two categories and the words in the table below them. Ask your students to match the words with the correct category. Monitor the activity. Students are allowed to use dictionaries, you can provide them with popular online dictionaries like:

https://www.diki.pl/ http://www.tech-dict.pl/

Names of tools Elements and technologies related to the assembly and maintenance of copper cable ducts Tester HDMI, SECAM, HTML, UDP, XML Needle probe DSL, ISDN, ADSL, VDSL Crimper Mounting head Grinder

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Drill Welding machine

Task 7 - Revision

The true/false task summarises the newly acquired knowledge. Set a few minute time limit for the students to read the sentences and mark them as appropriate. For an added challenge, ask your students to justify their choices and say why a given sentence is true or false.

Answers:

1. F

2. F

3.T

4.T

5.T

6.F

7.T.

8.F

Task 8 - Lexis

In this task students have to solve the crossword/match expressions with their definitions to further practise and commit the target language to memory. Students should do the task individually before comparing with their partners. Conduct brief open class feedback or put the answers on the board.

Answers:

Cable It is located in a sheath.

Monitoring Constant supervision. Frequency This is expressed in Hertz.

Link Technical means for signal transmission.

Interference It has an impact on signal quality and can be created by atmospheric discharge, for example.

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Wire (adj.) (...) path – makes it possible for electromagnetic waves to move within a confined space.

Transmission Sending of data over distance.

Data stream Connection between sender and recipient in the form of an uninterruptible data sequence.

Reading for gist

Ask your students to read the text quickly to get its general idea. Have them pay attention to the highlighted words.

Optional activity - running dictation

Divide students into 2 teams, give each team one marker, tell students that you are going to say a word from the last two lessons. Students stand in a line and their task is to write the word said by the teacher but the rule is that each student can write one letter and then give the marker to the next student. The team writes the word the first is the winner of the game, the word has to be written correctly.

Suggested vocabulary: excavator, pipes, borehole, construction manager, drifters, shovels, ditch, schedule, trenching, capacity, deviations, contractors

Language feedback

Additional activity

Tell your students they are going to watch a short video about trenching. As they watch and listen to the narration, students have to find the meaning for the following words: niebezpieczeństwo - hazardous bezpieczeństwo- safety wąski kanał- narrow channel głeboki- deep-deeper

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dowodzić- to be in charge

Conduct brief open-class feedback or put the answers on the board.

Video link: https://www.youtube.com/watch?v=2xkc4HX8jy4

Task 9 - Lexis

Students have to group words from the source list to the right category. Give students strips of paper on which you write the answers then ask students to match those words to the right column. Monitor the activity. Conduct brief open class feedback or put the answers on the board.

Answers: installation, transmitter, receiver, This part of speech refers to objects, transmission, construction places, events, substances or qualities. (NOUN) install, send, receive, transmit, construct This part of speech names activities. (VERB) installed, sent, received, transmitted, This part of speech refers to properties, constructed qualities or how something is done. e.g.The message has been received, the cable cabinet has been installed. (ADJECTIVE)

Task 10 Lexis - Matching activity

Students work in pairs and match the pictures to the words. To add some fun to the activity, you might want to distribute cut out words and pictures separately to everyone. Students mingle and do not show their slips of paper to others. The aim is to find your matching partner who has the corresponding picture/definition. Model the activity by doing one example open-class.

Answers:

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Task 11 - Lexis - Hangman

In this task students have to guess the hidden word on the basis of its definition. Ask students to work in pairs. Make a copy of the table with its parts missing and give a copy to each pair. Students select the appropriate missing part. Model the activity by doing one example open-class. Conduct brief open class feedback or put the answers on the board.

Protection Crucial on the construction Secures work safety . site. Manhole

Screen Protects cables.

Ducting System of pipes. It may be cable.

Cable Protected with tubing.

Excavator It is equipped with a power shovel to make a trench.

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Tape For securing trenches.

Trench Supported by an excavator .

Answers:

Protection Crucial on the construction Secures work safety . Keeps site. work safe.

Inspection chamber Enables fast access to cables. Most frequently made of reinforced concrete or PVC.

Sheath Protects cables. Most frequently it is PVC tubing.

Ducting System of pipes. It may be cable.

Cable Type of insulated electrical Protected with tubing. cable. Excavator One piece of construction It is equipped with a power equipment. shovel to make a trench.

Tape For securing trenches. It is a warning tape.

Trench It forms a ditch. Supported by an excavator .

Task 12 - Grammar

Students have to complete the sentences with verbs in the right grammatical form. Monitor and assist in case they do not know the correct grammatical form. Then conduct an open-class feedback. This task can also be set as homework.

Answers:

1. A taxi company ordered a radio network installation project yesterday. (order) 2. The riggers of telecommunication networks and devices are dealing with the installation of radio systems. (deal with) 3. Masts have not been renovated since the 1980s (be) 4. Tomorrow we will paint the masts and install LED lighting. (paint / install)

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5. The reception bands on which the CB-radio operates have a width of 450 kHz. (operate) 6. Turn on the Bluetooth on the phone, I will send you photos immediately. (send) Feedback: 1. If you know when in the past this happened, use the past simple tense. 2. This is happening at or around the moment of speaking, so use the present continuous tense. 3. If the time marker ‘ since’ is used in a sentence it usually suggests you should use the present perfect tense. 4. (a) You can use the future simple or ‘going to’ here as ‘ tomorrow’ is a direct future reference. (b) The second activity in this sequence is expressed in a bare infinitive. 5. This is a present fact. Use the present simple tense. 6. This is a first conditional sentence, so you should use the future simple in the second clause. 7. If the time marker ‘for’ is used in a sentence it usually suggests you should use the present perfect tense.

Optional activity Ask your students to switch off their devices, close their notebooks and take out a piece of paper. Now ask them to note down as many words and expressions as they remember from the lessons. Give students 2 minutes. To make the timing more fun and engaging you can choose one timer from the website: https://www.online-stopwatch.com/classroom-timers/

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Module EE.01.2. Measurements of transmission parameters in telecommunication lines

Task 1 - Lead-in

Start by giving students pictures from module 1, (a set of 5 pictures for one group) tell students to identify words/expressions. Set time limit for the task 2-3 minutes.

Suggested words/pictures

antenna

CB-radio

mast

guy wires

satellite

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Antenna amplifier

Task 2 - Listening for detail

Students will watch or listen to a conversation between a constructor and a new worker. As they are listening to the conversation they should concentrate on unknown/new vocabulary. It provides the context for the target language provided in the last stage and gives students the opportunity to hear the target language in the context.

Tell students they are going to listen to the dialogue in the video and answer a few questions. Give them some time to read through the questions and clarify the meaning of any words at this stage. With less confident group you can pre-teach vocabulary such as: copper transmission ducts (n) miedziane tory transmisyjne cut-troughs (n) przecieki wpływające na łącze copper duct (n) tor miedziany

HDSL - High data rate Digital Subscriber Line – jest to najpopularniejsza sieć stosowana przez operatorów. Technologia ta jest rozwiązaniem pozwalającym wykorzystać,

ISDNS- Integrated Services Digital Network - sieć cyfrowa ze zintegrowanymi usługami

Students compare their answers in pairs. In feedback ask students to give you the answers open-class and make sure you clarify any doubts.

Answers:

1. T

2. F

3. F

4.T

5.F

6.T

7.T

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8.F

In case you would like to focus on some grammar points, students should see the target language in context, so get them to find it in the transcript. Elicit and clarify the meaning and form, as well as practise its pronunciation. This stage should be followed by some controlled practice, such as a gap-fill or choosing the correct answer which checks the meaning, or both the meaning and the form. Afterwards, provide a freer practice activity in which students will be able to use the target language in speaking, e. g. role-plays, discussions, or writing if the target language lends itself better to written texts.

Useful grammatical structures

Present Simple- Questions, Future Simple- will, First Conditional, modal verb- can

Speaking

To enable students to use the useful language analysed in the post-listening stage, put them into pairs and tell them they are going to role-play a similar scene Give them some time to prepare individually, while you monitor and provide assistance. During the role-play stage, monitor and note down any language that might be upgraded or some examples of good language use for the later language feedback stage.

Language feedback Put some good, as well as some incorrect examples of students' language on the board. First, ask them to decide which ones are correct and mark them with a tick. Now, tell them to improve or correct the rest in pairs. Conduct thorough feedback in class, upgrading their language and correcting any mistakes.

TRANSCRIPT

(M): Today we will be working on copper transmission ducts. I will try to explain what the negative cut-troughs affecting HDSL links are. (N): What is the HDSL link? (M): Remember: High data rate Digital Subscriber Line - this is the most popular network used by operators. This technology is a solution that makes it possible to use the existing infrastructure of subscriber networks more effectively. (N): I get it. (M): You can also remember the division of signals that can affect the HDSL network. The first one are the telephone band signals that occur during telephone conversations. The next ones are signals above the telephone band, which usually apply to ISDNs. (N): I'm sorry, but what does ISDN mean? (M): Integrated Services Digital Network. (N): Thanks!

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(M): The third group of signals comprises 25 Hz call signals.

(M): To test the copper ducts, the following measurements must be made: - Measurement of the basic limits of the electrical parameters of lines - Measurement of permissible loop resistance

Measurement of insulation resistance Measurement of resistance to interference signals

(M): If we want to calculate the attenuation of the link, we can use applications which will quickly show the values for the 0.1-1000 kHz link range. First you have to enter the frequency, then enter the length of the segments and give the values in kilometres. Then we enter the diameter of the wires in a given section in mm. Then the app will calculate the link loss for each segment. (N): In which units do we give the results? (M): In decibels.

Task 2 - Lexis

Tell students they are going to complete the gaps with the correct expressions from the source list. There are some expressions students will not need to use. Allow students to work in pairs or in groups and monitor their activity. Students compare their answers in pairs. In feedback ask students to give you the answers open-class and make sure you clarify any doubts. Students can also play a game in pairs, in which one student says the Polish words and the other one says its english version.

Source list: inches , centimetres, fractions , decimals, three quarters, third quarters, two thirds, three three, thirty-three, and a half, degrees Celsius, degree, oh , zero

1. ½ or ¾ are examples of fractions . 2. The symbol “ in e.g. 2” stands for inches . 3. In English you read the number ¾ as ‘three quarters’. 4. ‘34.5 kHz’ may be read out as thirty four and a half kilohertz’. 5. In English you read the number ⅔ as ‘two thirds’. 6. In English you read the number 1.33 as ‘one point three three’. 7. ‘10oC’ should be read out as ‘ten degrees Celsius’. 8. In English you read the number 0.6 as ‘oh point six’.

Video - Listening for detail task 3,4

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Students will watch and listen to an instructional video about resistance in copper ducts. To help students you can cut out the pictures and task them to put them in the order while watching the video.

Task - 3 Lexis

Tell students they are going to complete the sentences using words from the source list.

Source words: parameter, inductance, chemical, temperature, resistance, cable, diameter, electrical resistance

Lista źródłowa: parametrem, indukcyjność , chemicznego, Temperatura, rezystancji, przewód, średnicy, oporem

Divide students into pairs, monitor their activity, give students 2-3 minutes. You can ask one student to come to the board and note down the answer. Run a whole-class feedback.

Answers:

The most important parameter of copper Physical quantity, performance of a certain ducts is resistance. process or device.

Resistance, capacitance, inductance The physical quantity characterizing the translate directly into transmission inductive effect of electrical circuits. parameters.

The copper resistance depends mainly on its Connected with chemistry. chemical composition

The temperature may affect the resistance The physical quantity determining the of a copper duct. degree of heating something

Most standards specify the required Active electrical resistance resistance value at 10 degrees Celsius.

To protect against the negative influence of The element of the electric circuit through fluctuations, for example, you can lay a which electricity flows. cable underground.

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Electrolytic copper has a resistance of The longest chord passing through the centre approx. 89.4 Ohm for a wire one kilometre of the circle. long and with diameter equal to half a millimetre.

Resistance means electrical resistance Not surrendering to some force.

Task 4 - Lexis

Tell students they are going to find eight hidden words in the grid. Give them at least 4 minutes to do this task. Students can work in pairs or individually. Monitor their activity. The, write the words on the board and practice their pronunciation or make up your own sentences with these words together.

Words : Resistance, Capacity, Inductance, Transmission, Parameters, Temperature, Copper, Cable, Line

TRANSCRIPT Resistance in copper ducts. The most important parameters of electrical telecommunication paths include inductance, capacitance and resistance, commonly referred to as resistance. The electrical parameters are important because they allow you to calculate the transmission parameters. These values should be checked both in the case of direct current and individual frequencies in the alternating current. Copper is one of the most commonly used material in telecommunication lines. It is usually made of cable wires. When it comes to transmission speed, resistance is critical. The value of this parameter depends mainly on the chemical purity of copper, i.e., what impurities were used in the production of the wire. By selecting the appropriate production methods, you can manipulate the resistances to some extent. For example, electrolytic copper (i.e. the one with which we are dealing in cathodes, not yet transformed into wires) has a resistance of approx. 89.4 Ohms for a kilometre long wire and half a millimetre diameter, but after mechanical and thermal processing its value increases up to 92.6 Ohms. To predict the actual resistance of the copper duct at any given time, the temperature at which the duct is used must also be taken into account. It has to do with the so-called temperature coefficient of resistance, which in case of copper is very high at 20°C the resistance increases by up to 4-6% compared to the temperature of 10°C.

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When designing copper telecommunications ducts, resistance for 10oC is usually taken into account, but changes due to the climate in a given area that may affect the bandwidth must also be taken into account. To protect against the negative influence of fluctuations, for example, a wire can be laid underground, where fluctuations are smaller.

Task 5 - Listening for detail

Before you listen to the recording test what your students already know or remember by putting the following words on the board: measuring parameters (n) cable (n) duct (n) data transmission (n) wavelength (n)

Ask them to put the words into 3 columns:

I know what it means /Not sure/ No idea

Now, ask the students to look at exercise 5 in which students have to select the correct answer from 4 options. Students compare their answers in pairs. In feedback ask students to give you the answers open-class and make sure you clarify any doubts.

Answers:

1. from 1250 nm to 1650 nm. 2. 6 days

3. The device can be used for DWDM and SONET / SDH measurements, as well as for optical spectrum analysis and chromatic dispersion.

4. The device measures all critical parameters.

5. for all

6. He proposed a universal network tester.

7. Bought the device

8. Yes

Task - 6 Lexis

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Ask your students to select the parameters that can be measured by a tester suggested by the vendor connected to the computer. Look at the task 4 and 5 to find the answers:

Answers: optical spectrum analysis latency

Frame Loss chromatic dispersion analysis

Reading for gist

Ask the students to read the text to get the general idea. Give them 3-4 minutes. Then ask them to find in the text the following words, write them on the board: parametry, tłumienie, tor, sygnały, przesłuchy, izolacja

Answers: parameters, attenuation, duct, signal, crosstalk, insulation

Task 7 - Lexis

Tell the students they are going to choose the correct answers from three options. Students are given additional definitions to help them to figure out the right option. Students can work on their own or in pairs. Give 3-4 minutes for this task. In feedback ask students to give you the answers open-class and make sure you clarify any doubts.

Answers:

Attenuation is a parameter / phenomenon/ One of the performances for a given waveform that determines the signal level process, device. loss in the transmission path.

The transmission path is information about It affects the time the impulse takes to go the physical length / width / height of the from one end to the other. duct used for signal transmission.

We can display one channel / parameter / Signal transmission path. multimeter on the measurement graph.

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The phenomenon consisting in the This phenomenon is usually caused by interpenetration of signals between the insulation damage. individual cable pairs in the cable is the duct

/ crosstalk / reflected wave.

Transmission ducts are qualified due to the Receiving and distributing signals. length / transmission / energy stream of the

cable.

Field quantities are, for example, voltage / The difference in electrical values between parameter / link intensity. the points of the electric circuit or the electric field.

Each link has a different / same / We distinguish wired and wireless unchanging ability to carry the transmission. transmission.

Cable routing can be determined using the It represents the mapping of conductors connection / transfer / wave propagation between data connections of the tested map. channel.

Task 8 Lexis - Crossword

Answers:

Dispersion Distortion of transmitted signals. Attenuation Losses of signal level. Measurements This is performed to check the correctness of operation, characteristics and link parameters. Crosstalk The interpenetration of signals between the individual cable pairs in the cable. Lines They can be fibre-optic, transmission or wireless. Short-circuit Connection between wires with potential difference. Megohmmeter This measures the resistance between a pair of wires or individual

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wires and the ground. Oscilloscope An electronic device used to observe the relation between two electrical quantities.

Game - Memo

Ask your students to match the Polish phrases with their English equivalents. Students work on their own. Conduct brief open class feedback or put the answers on the board. This task can be set as homework. Additionally, you can tell students to create sentences with those words.

Answers:

Tor miedziany- Copper line

Zasięg Transmisji- Transmission Range

Zakłócenia- Interference

Częstotliwość- Frequency

Łącze- Link

Kabel miedziany - Copper cable

Transmisja - Transmission

Monitoring - Monitoring

Task 9 - Communication

Tell students that their task will be marking sentences they might hear in a conversation between a customer who wants to buy a tester and a sales representative.

1. With this device you can also save the division of signals that can affect the HDSL network. 2. What is the width of the headband you are making? 3. Which units are the measurement results going to be expressed in? 4. To colour this kind of fibre you need a special fabric dye. 5. By selecting the appropriate production methods, you can manipulate the resistance to some extent. 6. I think that our new tester will be the best. 7. You really got me interested in this product! 8. This fibre is resistant to sun bleaching.

Feedback to the wrong answers:

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2. You’d hear this at a haberdashery or a textile shop.

4. You’d hear this at a haberdashery or a textile shop.

8. You’d hear this at a haberdashery or a textile shop.

Task - 10 Lexis

Ask your students to match the names to the illustrations. You can cut out the pictures and names for students. Alternatively, you can print out the table with missing part. Pre-teach vocabulary students might find difficult or you can omit this stage if you want to make task more challenging:

Answers:

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Task 11 - Revision

Before you do the true/false exercise, test what your students already know or remember by putting the following words on the board:

HDSL (N) attenuation (n) copper (n) measure (v) crosstalk (n) compliance norm (v)

Ask them to put the words into 3 columns:

I know what it means /Not sure/ No idea

Tell students that they need to mark the sentences true or false. Give 2-3 minutes to read the sentences. Students should work on their own on this stage. Check with the whole class.

1. Applications are not used to measure the attenuation of a link. (F)

2. HDSL is the most popular network used by operators. (T)

3. Link attenuation is given in decibels. (T)

4. Copper is rarely used in telecommunications lines. (F)

5. The advantage of copper is that it has a low temperature coefficient of resistance. (F)

6. Hooking the tester up to a computer allows you to measure parameters such as latency, frame loss, or connectivity. (T)

7. The presence of crosstalk indicates that there is insulation damage at some point in the line. (T)

8. The length of the line is not relevant for compliance with the standards. (F)

Task 12

In this task students have to complete the table with the correct forms of the words. Before starting explain to students the meaning of an adjective and a noun ( or alternatively give examples so that students will be able to give you the answers)

Answers:

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ADJECTIVE NOUN long [length]

[intense / intensive] intensity electrical [electricity/electrician]

[high] height resistant [resistance/resistor] wide [width] digital [digit] connected [connection/connector]

Dictionary

Tell students that they can use available dictionary in case they are not sure the meaning of words.

Language feedback

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Module EE.01.3. Installation and maintenance of telecommunications equipment Lead-in

Write on the board the key vocabulary from the lesson that you want to revise. If possible, use pictures instead of writing the words down. 1. Make students read out the words aloud with pace and rhythm. Do it at least twice. 2. Clear out 1 word from the board or take away a picture. 3. Students read out the words again together with the removed picture words. 4. Repeat the step 2 and 3 with the next word, and so on.

Continue the activity until there are no words / pictures on the board and students are able to recall all the phrases from the memory.

Copper duct, HDSL, crosstalk, ditch, cable duct, transmission range, short-circuit, dispersion, resistance, capacity, excavator, trench, shovel

Task 1 - Listening for detail

In this task, students have to listen for specific information and then mark the eight statements either true or false. Give them a moment to read the statements and encourage them to predict what they think they answers may be based on a) what they remember during the gist listening task; b) their background knowledge of the subject. Then, during the listening, they can verify their predictions and make any necessary changes. Give students a minute to check their answers in pairs after listening, and elicit the answers from nominated students during whole-class feedback. Finish with open-class feedback. During feedback highlight and clarify useful collocations from the text. If time allows, the students can search for useful collocations in the script. Alternatively, you can highlight them and elicit their meaning and use in examples. Answers:

1. F

2. T

3. T

4. F

5. T

6. F

7. F

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8. F

Task 2 - Listening for detail (Multiple choice)

Again, give students time to read the questions before listening and encourage them to predict the answers. Allow time after listening for students to compare and discuss their answers in pairs. Highlight any necessary collocations.

Answers:

1. Warsaw.

2. adjusting the satellite signal strength.

3. 2

4. satellite

5. 1

6. converter

7. converter

8. the wall

Using Transcripts

Transcripts are provided within this teachers book and can be exploited in a number of ways, for example:

Jigsaw listening – Cut up the transcript into speakers’ sections. Play the recording first, then give the cut-up transcript pieces and have students put them in order prior to listening once again and verifying.

Transcript

M1: Hi!

M2: Hi, Andrew. What are we doing today?

M1: We are installing a satellite dish.

M2: At what address?

M1: 30 Modrzewiowa Street.

M2: How many floors does the building have?

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M1: Three floors, I think.

M2: And is there a balcony?

M1: No. To install the dish we must use wall mount bracket .

M1: We need to take a wall mount bracket and two large ladders.

M2: Ok.

M1: We will choose the place of assembly so that no building covers the antenna and, above all, that the post is mounted straight.

M1: What dish do we take?

M2: The 80 cm one I think. You need to check the angle of inclination of the converter for the dish. You must read the instructions.

M1: Ok, anything else?

M2: Check the degrees of antenna inclination for Warsaw.

M1: Yes, I know - then there will be a clear signal.

M2: When mounting, you still have to remember to tighten the screws only after you make sure everything works.

M1: Why only then?

M2: This way, we will save time. If there is no clear signal, you will not have to unscrew everything again.

M2: True, and you also have to move the converter so that the signal is perfect.

M1: Yes, but only at the very end.

M2: Maybe we should take a signal meter with us?

M1: You know, that’s a great idea! If there are problems with setting up the antenna, it should help us.

M2: In that case, I'll go back to the office for it. Do we still have any other work for today?

M1: No, but tomorrow we will be installing an entire Wi-Fi network in a large factory.

M2: I understand. Okay, I'll take the meter and we can take off!

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Tell students that they are going to listen to the instructional video about the work of a telecom rigger of telecommunications networks and devices. Show the video for the first time. Students note the names of the devices. Show them the pictures if possible to help .

Play the recording the second time. Ask them to note the characteristic of each device. Elicit the answers from students.

Task 3 - Lexis

Tell your students that they are going to match the phrasal verbs with their meanings. Give one example on the board. Give students 2-3 minutes then ask volunteers to give the answers. To revise phrasal verbs students can play a game, one student tells the phrasal verb the other says the definition. For better consolidation, ask your students to work in pairs and write a dialogue containing 3-4 phrasal verbs and then act it out in the class.

Answers:

1. set up - install/mount 2. shut down - stop operating 3. hook up - connect to a telephone network 4. run out - to be used up, deplete 5. keep up - maintain 6. plug in - connect to the power supply 7. carry out - conduct, run 8. hold up - delay

Task 4 - Reading for detail (True/False)

In this task, students have to read/listen again the text/transcript of the instructional video and then decide which statements out of the eight provided are true. Make sure students are familiar with the transcript of The work of a telecom rigger of telecommunications networks and devices.

Give your students a moment to read the statements and encourage them to predict what the answers may be based on a) what they remember during the gist listening and watching task; b) their background knowledge of the subject. Then, during the listening, they can verify their predictions and make any necessary changes. Give students a minute to check their answers in pairs after listening, and elicit the answers from nominated students during whole-class feedback.

Answers:

1. T

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2. F

3. T

4. T

5. F

6. F

7.F

8. T

Task 5 - Listening for detail

Tell your students they are going to listen to the narration about the daily responsibilities of a telecom rigger. Before you listen ask your students what they already know about this job. After they’ve listened. Ask about the advantages and disadvantages of this job and hold a short class discussion. Then move on to completing the hangman game in which the students need to guess eight words that appeared in the listening comprehension. Students can work individually or in pairs. You can also divide the class into two groups and a representative of each can take it in turns to guess the following entries. The team that guessed more entries and in better time wins.

Answers:

Telecommunications Technology used for remote It covers telecom and web data transmission. services. Telecom rigger A person involved in the He also deals with the installation of maintenance of installed telecommunications equipment. networks and equipment. Installation Connecting the devices or Hooking up. networks so that they can be used.

Internet One of the The most popular utility. telecommunications services. Job An order to do some work Riggers are given them each for a client. morning during the briefing. Device A mechanism for performing A Web router, for example. a specific activity or service. Training A lecture or cycle of lectures The telecom rigger has to be aimed at broadening the committed to lifelong learning. Strona 40 z 94

students’ knowledge of a given field. Specialist An educated and A qualified telecom network experienced person working and equipment rigger is a in a particular field. good example.

TRANSCRIPT

The people involved in the assembly of telecommunications equipment must be qualified and experienced. Practical knowledge of electrical and computer science is a very important element of this profession. A telecom rigger can be employed in telecommunications companies, companies that produce equipment for industry, as well as with Internet service-providers. A rigger’s working day always starts with a briefing at the office. This is when all the problems and individual work schedules are presented. The tasks include the creation of Internet links, hardware repairs and servicing of installed devices. It takes a lifetime to train a rigger because telecommunications is developing very quickly. This means that it is necessary to keep up with new technologies. A future rigger can take a professional course or attend a technical college that specialises in telecommunications. It is important that the technician knows how to operate the various IT systems that are necessary for work in today’s world. Telecom riggers often work in the field, where it is sometimes necessary to climb telecommunications poles. This means that they have to be healthy and not afraid of heights. Also, they must all have a driving license. The work of a telecom rigger is very profitable because there is a lack of experienced independent specialists. Every year brings more and more orders, which is why telecommunications is a rapidly-growing field.

Task 6 Lexis- matching pairs

In this task students are going to match words to the relevant picture. Divide students into team A and team B, give one team pictures and the other team words. Students have to find the person with the right picture/word. That kind of task involves movement and fun as well. When students finish the game, ask the students to complete the exercise in the electronic form.

Answers:

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Follow-up activity - Matching Polish and English

Tell the students to match the Polish phrase to its English equivalent. Students work on their own. Conduct brief open class feedback or put the answers on the board. This task can be set as homework. Additionally, you can tell students to create sentences with those words.

Answers:

Installation Instalacja Telecommunications equipment Urządzenia telekomunikacyjne Phone network Sieć telefoniczna Internet network Sieć internetowa Fitter Monter Telecommunications exchange Centrala telekomunikacyjna Satellite network Sieć satelitarna Radio access node Węzeł dostępu radiowego

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Game - Memo

Tell the students they are going to play a memo game in which they need to find eight pairs of Polish - English words and expressions.

Answers:

Installation Instalacja Telecommunications equipment Urządzenia telekomunikacyjne Telephone network Sieć telefoniczna Internet network Sieć internetowa Rigger Monter Telephone exchange Centrala telekomunikacyjna Satellite network Sieć satelitarna Radio access node Węzeł dostępu radiowego

Task 7 Lexis- Crossword

In this task students have to solve the crossword/match expressions with their definitions to further practise and memorise the material. Students should do the task individually before comparing with their partners. Conduct brief open class feedback or put the answers on the board.

Answers:

Equipment It makes up telecom network .

Satellites Thanks to them satellite communications takes place.

Antenna It represents a receiver for wireless signal.

Rigger He deals with telecom network and equipment installation.

Web We get in touch with it via Wi-Fi system.

Experience You gain experience through work.

Telephone terminal A device with which we use a telecommunications service, talking to someone over a distance.

Schedule A specification of works envisaged on a certain day.

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Task 8 - Grammar / Collocations

Students have to choose the right word that completes each sentence. Monitor and assist them in their work. Conduct an open-class feedback highlighting new collocations. This task can also be set as homework.

Answers:

1. The telecom rigger's working day won’t start before a [briefing / supervision / report] 2. I have a really bad Wi-Fi [restore / reception / receive] here. 3. If you want to become a telecom rigger, practical skills are a [ mast / must / have to]. 4. I have been meaning to get a a new phone but I can’t [ get up / get in / get down] to doing it. 5. When I’ve [ graduated / left / end] school, I will find a job with some telecommunications company. 6. If you want to succeed in this field, you need to be [committed / commuted / commenced] to lifelong learning. 7. We need to [mount / mountain / keep up] the antenna bracket in the wall. 8. I have prepared a work [scheme /table / schedule] for the next week.

Feedback: 1. Choose the word that means ‘an information given to someone before they start doing something’. 2. Choose the word that means ‘the ability to receive signal’. 3. Choose a noun made from a modal verb. 4. Choose the phrasal verb that means ‘finally do something’. 5. The common collocations are ‘graduate from a school’ or ‘leave school’. 6. Choose the word that means ‘devoted’, ‘dedicated’. 7. Choose a synonym of the word ‘install’. 8. Choose the word that means ‘plan’, ‘agenda’.

Task 9 - Reading for gist

Before the students read the text, ask them to read the eight statements which stand for stages of telecommunications development. Then, ask them to read the text and put the stages in the correct order. Answers:

1. Establishment of the first telecommunication devices. (1)

2. Introduction of a system based on the operation of a radio station. (2)

3. Introduction of radio stations to the emergency services system and private homes. (3)

4. Establishment of the paging system. (4)

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5. Establishment of the first generation of mobile telephony. (5)

6. Popularization of the NMT system in Europe. (6)

7. Evolution of the NMT system. (7)

8. Establishment of the third generation of mobile telephony. (8)

Task 10 - Reading for detail

If necessary the students can read the text once again. Then, tell students they are going to complete the sentences using words from the source list.

Source words: institutions, system, generation, segment, improvements, transfer rate

The students can complete the task in pairs. As an added challenge, you can ask the students to make up their own sentences or a dialogue set in a telecom rigger’s job situation using the words from the exercise.

Answers:

Sentences Feedback: The first telecommunications devices were These include the armed forces and the created for the needs of security police. institutions. The advantage of the paging system was the A system of connections. option to use radio broadcasting networks . In the 1980s, the first generation of mobile One of the telecommunications segments. telephony systems started to be introduced. The NMT system was the most popular in Structure. Europe. Third-generation telephony has introduced A stage in the development of a technology. modifications to the backbone network. The satellite segment covers areas A system subcomponent. previously unavailable. The current system has many A change for the better. improvements, such as global coverage or the ability to encrypt. The system has a high data transfer rate: up The data transfer rate. to 2 Mbit/s.

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Task 11 - Lexis

In this task students have to match words to form common collocations. Divide students into pairs and give each pair a set of cut out definitions and words. Students have to match them. Set time for 3 minutes. Check it with the class.

Answers:

Wi-Fi – network Thanks to Wi-Fi network we gain access to the Internet.

Mobile – telephony It allows you to make calls without using wired devices. System – installation e.g. Wi-Fi. Antenna – holder – It is mounted on buildings that are not equipped with balconies. Converter – satellite An element of the satellite antenna that allows you to capture the signal. Signal - meter It helps to set properly the satellite dish. Base – station GSM transmitters are mounted on it. Radio – controller A small device that allows you to control the GSM module.

Task 12 - Lexis

In this task students have to indicate a word that is the odd one out. Do the first one as an example. Tell students that the answers can be found in texts in task 4 and listening activities. NMT/GSM /AMPS This acronym is based on Groupe Spécial Mobile. Answers:

NMT/GSM /AMPS This acronym is based on Groupe Spécial Mobile. dish /converter /Internet Type of medium is meant here. ladder/meter/signal A type of auxiliary structure used to climb at heights. terminal /holder /Internet It can be used to mount a satellite dish on it.

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antenna/meter /satellite A device for reading values, e.g. temperature. base station /GSM network/ satellite An element of the satellite antenna that converter allows you to capture the signal. dish /GSM/VoIP Structural element of satellite antenna. radio/satellite/order Task to be performed.

Revision game:

Continue the activity until there are no words / pictures on the board and students are able to recall all the phrases in order from memory and try and explain these concepts in English. measurement communications paging system installation telecommunication equipment phone network internet network fitter telecommunications exchange satellite network radio access node

Tell students that they can use available dictionary in case they are not sure the meaning of words.

Language feedback

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Module EE.06.1. Starting and maintenance of access networks Lead-in

Noughts and Crosses In this traditional game, spaces are filled with particular numbers. Divide students into 2 groups. In order to put a nought or a cross in a particular place a representative of a group makes a sentence with the word associated with the number. If a sentence is correct a teacher puts a relevant symbol.

1. resistance 2. capacity 3. cable 4. duct 5. inductance 6. copper 7. transmission 8. telecom rigger 9. measurement

Task 1 - Listening for gist

In this task, students have to watch the video about technologies in telecommunications and then mark eight sentences true or false. Give them a moment to read the statements and encourage them to predict what they think they answers may be based on a) what they remember during the gist listening task; b) their background knowledge of the subject. Then, as they watch the video, they can verify their predictions and make any necessary changes. Give students a minute to check their answers in pairs after listening, and elicit the answers from nominated students during a whole-class feedback.

Collocations to highlight I was supposed to, Let's talk for a moment, In the simplest term, I used to..., to be up to date, at the moment, in a moment

Answers:

1. T

2. T

3. F

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4. F

5. F

6. T

7. T

8. T

Task 2 - Listening for detail

In this task students have to order VoIP PHONE INSTALLATION according to the video they have seen. If there is a need, play the video again.

Answers:

1. Determining the number of phones.

2. Selection of gates .

3. Connecting the gates with a network cable.

4. Configure the settings.

5. Connecting fax and phones.

6. Possibility to connect teleconferencing systems.

7. Testing the connection.

8. Repairing any irregularities.

TRANSCRIPT

(N) Good morning. (I) Good morning. (N) I was supposed to report to you after signing the documents, I am a new employee. (I) Please, sit down, let’s talk for a moment.

(N) I know the theory, but to date I have had little practice. (I) In that case I am sure that you will learn a lot from us.

(N) What would be my duties? (I) You will deal with telecommunications access systems. Do you know what they are? (N) In the simplest terms, they are a combination of a subscriber's exchange with subscriber

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devices. (I) Once, as a young engineer, I used to install the POTS access network, it was an analogue telephone exchange, consisting of a switchboard, branch cabinet and distributor. It’s a basic telephone service, or simply the transmission of voice over the telephone line. At the moment, I’m installing VoIP gateways.

(I) Do you know the difference in practice? (N) The costs. VoIP technology significantly reduces the costs of using lines. It is a digital network. Unlike regular phones, VoIP phones are connected to a computer network. (I) Exactly, and can you tell me what needs to be done to connect a VoIP telephone? (N) First, we need to consider how many phones we need. Then, we choose the gateways. Next, we connect them with the network cable and configure the settings. After that, all you have to do is connect the fax machines, the telephones or the teleconferencing systems and, of course, test the quality of the connections.

(I) You are quite well prepared. In this industry you have to be up to date, this technology is constantly changing. In a moment all calls will be made via the Internet. These services are often free and well-coded. Some systems already offer Voice HD, so the quality is amazing. (N): Yes ... I think the future would look like this.

The text contains examples of various grammatical forms which could be explored if necessary, depending on what you perceive as an area students might need to improve.

Examples of grammatical structures Present Simple, Future Simple, Passive Voice, plural forms, Present Continuous

Additional activity Speaking - Role-play

Tell students that they are going to role-play the scene with an engineer and a new worker. Tell students to read again the transcript. Set 4-5 minute time limit, monitor the activity. Note down any mistakes you hear from students, do not stop the conversation.

Task 3 - Listening/Watching

Tell students that they are going to watch an instructional video about access and subscriber devices. They need to watch the video carefully as their task is to complete eight gapped sentences. Show the video twice so that students can complete all the sentences. Give students time to read sentences if there are unclear words/expressions explain them by providing examples.

Answers:

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A router limits access to data transfer using F: This tool is used every day to open doors a network key . or lockers.

A hotspot is a portable tool. F: This feature means you can change your location without any problems. You do not need to configure the F: Setting the right parameters necessary for transceiver. work. Access points should be authenticated on F: Confirm something and determine its the website. authenticity. Access point control allows you to check IP F: To verify or to inspect. and statistics. An ISDN exchange can be programmed via F: To develop a certain program. a USB port or remotely. Administrators have tools to set data F: Specification of the data to be processed priority. first. Thanks to an access point, you can manage F: To administer. different devices.

Alternatively, you can tell your students they are going to complete the sentences using words from the source list. Then you can play the video again. Write the source list on the board.

Source words: key, portable, configure, authentic, check, programs, priority, manage

Set students in pairs, monitor the activity, give them 2-3 minutes to complete the task. Then ask students if they are ready. You can ask one students to come to the board and note down the answers and conduct a whole-class feedback.

Task 4 - Lexis / Crossword

In this task students have to solve the crossword to further practise and commit the target language to memory. Students should do the task individually before comparing with their partners. Conduct brief open class feedback or put the answers on the board. Students can create their own crossword if they want.

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The students can do the crossword in pairs or groups. You could add a competitive element if your particular group responds well to that.

Answers: Telephone … set - you can connect several such devices to ISDN telephone exchanges

Cable It is connected to a port

Switch It makes it possible to set up a local network

Access A point where we can provide access to the Internet to a large number of people

Internet Thanks to this, we can watch movies and find information about almost all events

Transmitter This is what gives us the current in our sockets

Remote A type of network administration carried out at long distances

Encryption AES is one example

TRANSCRIPT

A router is a device that supports transfer via cable or Wi-Fi connection. Access to the router can be unlimited or limited by a network key.

A hotspot is a portable device that supports 2G, 3G, 4G LTE networks. Thanks to it we can connect several independent devices to the Internet in any place where the range of the telecommunications line is. Depending on the model, we can connect from 3 to 9 devices using Wi-Fi.

A transmitter is a device that allows you to share the Internet via the electronic network. Thanks to AES encryption for transmitters, we can connect all network devices. It does not require installation or configuration. Its advantage is the small size and bandwidth of the link, which is 600 Mb/s.

Switches are used to build the network inside the organisation. They offer standard, user-friendly management and functions, such as an intuitive web-based graphical user interface (GUI) or a standard command line interface (CLI). The administration is protected by SSL encryption. Administrators can prioritize data based on various elements, including IP address, MAC address, TCP or UDP port number, to ensure that voice, video and other data are sent quickly.

The access point allows you to manage many different types of devices. To connect to the

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network, the user must authenticate the device on the website, which automatically starts after the connection. It can be centrally managed, after commissioning it does not require conservation work. Remote administration of several or a dozen facilities significantly reduces the cost of use. Access control is possible by checking IP and statistics.

The ISDN telephone exchange has analogue ports, which allowed one to connect analogue telephones, fax machines and other devices, e.g. an alarm system. They can be programmed using a USB port or remotely.

Task 5 - Listening for gist

In this task students are going to listen to a narration about the types of signals on subscriber links. Before you play the recording, ask the students to read the words and expressions in the task. Explain their meaning in Polish if necessary.

Answers: correct: dial tones, request signal, overload signal, busy signal, call back signal, AC signal, call signal of the requested subscriber, signal of crediting incorrect: receiving signals, call signals, DC signal, speed signal

TRANSCRIPT

A telecommunications connection transmits signals between the terminal equipment and the telecommunications node. It is necessary for the provision of a certain type of telecommunications service: one - and one only - at a time.

A link known as subscriber analogue connects the telephone of the terminal device to the main distribution in the band from 300Hz to 3.4kHz.

The local subscriber loop is the subscriber’s line of the telephone network. It was first created and operated using exclusively analogue technology. Now it is usually based on digital technology.

Access to a PSTN (public switched telephone network) allows subscribers’ terminal equipment to cooperate with the PSTN in the provision of local services. It is defined by electrical and transmission parameters at the NTP point.

In an analogue subscriber line there are line signals that carry information about the start of work, the end of a communication, notification of services and deactivation of subscriber devices.

The dialling signals transmit digits to establish communication or to produce additional subscriber services.

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AC signals, such as calls to the desired subscriber, credit (tariff) and FSK signalling, are used to provide SMS and CLIP services.

The following are examples of tone signals used during connection setup: - notification - when the control panel is ready to receive digits, - clutter - when the connection cannot be made, - occupancy - if the subscriber is busy, - call back - when sending a call signal to the desired subscriber.

Task 6 - Lexis In this task students have to complete sentences with one correct word. Provide students with source list. Students should do the task individually before comparing with their partners. Conduct brief open class feedback or put the answers on the board.

Source list: switch, parameters, dialling, alternating, analogue, tone, access, line

Answers: We can also use tone signals during a call. These include notification or congestion signals.

PSTN is not just an analogue network. A network connected via cable.

The local subscriber loop connects the In other words ree entry. network termination by wire directly with the access point. Alternating current signals cannot be used In other words periodically alternating to send an SMS message. current.

The dialling signals are responsible for the Signals transmitted between registers. communication set. One of the things that line signals tell us is Signals that generate an output signal in that an operation is complete. response to an input signal.

The NTP point is the point at which In other words properties. electrical and transmission parameters are stored. The telephone is connected with the main Signal switching device. switch by an analogue subscriber line.

Game - Quiz

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In this revision task students are going to play a game Who wants to be a millionaire. Students are going to choose one option from 4 possibilities. You can play the game in a competitive way. Divide the class into two teams and a representative of each team shall take it in turns and answer a question. The team that answers more questions correctly and in better time, wins.

Answers:

1. Access systems connect signals from the subscriber’s exchange with

a. subscriber devices b. company devices c. commercial devices d. Wi-Fi devices Devices used by ordinary users.

2. An analogue control panel built from a control panel and two cabinets a. VoIP b. LTE

c. POTS d. PSTN Plain Old Telephone Service, which is the oldest telephone service. 3. A basic telephone service a. allows you to access the internet b. transmits the voice over a telephone link c. transmits digital data d. allows you to choose a number It allows you to provide information. 4. The digital network is

a. VoIP b. LTE c. POTS

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d. PSTN Voice over Internet Protocol. 5. VoIP technology

a. reduces the operational cost b. increases the operational cost c. reduces production costs d. increases production costs By turning POTS technology into VoIP, you can save on the use of links. 6. Free, well-coded calls are guaranteed by

a. Internet network b. analogue network c. telephone network d. optical fibre network Related to digital connections. 7. You can manage the access point

a. centrally b. on a fixed basis c. on an analogue basis d. using a phone From one place, all devices. 8. Which connection is necessary to provide telecommunications services of a certain type?

a. telecommunications node b. terminal device c. an initial device d. a subscriber link The place where the links connect.

Revision games: Tell students they are going to play a game called 'hot chair' one student sits on the chair so that they don’t see the board. The the other students write a word/collocation/useful phrase

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from last lesson. The rest of students try to explain the word so that the one who sits on the chair has to guess it. This game is energetic and involves the whole class in participating in the game. Suggested vocabulary to recycle: telecommunication node, VOIP, subscriber devices, dialling signals, switch, overload signal, call back signal, signal of crediting

Mind-map Draw a mind map on the board as below and elicit from students as many types of signal as possible. Set 2-minute time limit.

Task 7 - Lexis

In this task students have to indicate which statements are true. Students should be familiar with the vocabulary as it appears both in previous listening and reading tasks. You can cut out the sentences and give them to students to verify if they are true or false. You can write on the board I agree and I disagree. Students decide which sentences should be categorised as which and why. Encourage students to express their opinions. In feedback ask students to give you the answers open-class and make sure you clarify any doubts.

I agree I disagree

Answers: Sentence feedback The subscriber analogue link operates in the band from 300Hz to 3.4kHz. AP is short for “access point”. VoIP gateway analogue speech signal. Dialling telephone number signals for VoIP signals. HDSL is a kind of fast subscriber loop. A modem is a subscriber device. This device modulates the signal to digitally encode information.

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The telephone set can only be operated Its operation is also based on a digital signal. based on analogue lines. A telecommunications terminal is a device connected to a telecommunications network that provides access to one or more services provided by the network. A modem is called a terminal. A terminal allows you to work with a computer.

Task 8 - Lexis In this task students have to label the pictures of common telecommunications equipment. To generate interest in this activity focus students on the pictures of the devices first, you can cut them out, or if possible, display them on OHP. Elicit the names of the devices, write them on board. When students are ready tell them to complete the task on their computers. Conduct brief open class feedback or put the answers on the board.

Answers:

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Optional activity: You can give students pictures of devices and tell them that you are going to read a short description of each device. The students who have a corresponding picture should put it up and show it to the rest of the class. Example: Teacher: It acts as a communication node, connecting various networks.

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Student: shows the picture Source list: Router, transmitter, switch, telecommunication link, access point, ISDN telephone exchange

Speaking activity You can start a conversation by asking questions: 1. What kind of routers/ access points do you use? Which one is the best/worst? 2. How much do you need to spend to have a good quality router/hardware? Monitor this activity, show interest in students' opinions. When students finish speaking, note down the mistakes that occured.

Language feedback

Task 9 - Reading for detail

In this task students are going to read the text about the configuration of a new router. Before the students read the text ask them the following questions:

Have you ever installed a router?

What do you need to keep in mind before and while performing this action?

Then have them read the text and verify their answers and predictions. HIghlight necessary vocabulary.

Suggested vocabulary:

Update software, security settings, hardware version, permanent damage, disconnect the device, press the reset button

Next, ask the students to read the text again if necessary and complete exercise 9 by marking the eight statements true or false.

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Answers:

1. F 2. F 3. T 4. T 5. T 6. F 7. T 8. T Task 10 - Lexis / Word formation

This is a grammar oriented exercise. Tell the students they are going to complete the sentences with the correct form of the words in brackets.Set time 3-4 minutes. Monitor the activity.

As an extra challenge ask the students to form as many other words/ parts of speech from the root words in brackets. Then ask them to make up new sentences with the words.

1. The access points have already been granted authentication on the website. (AUTHENTIC) 2. Encryption is a change in electronic information into a secret code that can be read only by special devices. (ENCRYPT) 3. Administrators can [prioritise/ prioritize] data according to various elements. (PRIORITY) 4. I’ve signed a contract with a new Internet service provider . I hope this one doesn’t let me down.(PROVISION) 5. This subscriber device has been deactivated and is no longer in use. (ACTIVATE) 6. Notification is one of the examples of tone signals received during connection setup. (NOTIFY) 7. I’m afraid this software is incompatible with my operating system and the display goes black. (COMPATIBLE) 8. We’ll need to change the configuration of these settings for this subscriber. (CONFIGURE)

Extra parts of speech: authenticity, authenticate, provide, activity, compatibility, etc.

Feedback: 1. Form a noun. 2. You need to form a noun here. 3. Use the verb form. 4. Form a noun denoting a person or an institution. 5. You need to add a prefix which will give the word a negative meaning. 6. You need to form a noun. 7. You need to add a prefix which will give the word a negative meaning. 8. You need to form a noun here.

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Optional activity- writing practice

Tell students that they are going to use the word from this activity in writing. Students have to create 5 sentences using above words. This task tests if they use these words accurately. Monitor this activity, allow students to use online dictionary if necessary. When students have finished writing, tell them to exchange their writing with a partner. Let them peer-correct their work.

Ask a volunteer to read their sentences out loud, if there are mistakes note them on board and correct briefly.

Task 11 - Revision

Tell students they are going to complete the sentences by choosing one option from three possibilities. Set students into pairs and monitor their activity. Conduct a whole-class feedback and highlight any new phrases or collocations.

Answers:

Sentences Feedback Thanks to hotspot you can connect several Digital and wireless technologies are used devices with one another using Wi-Fi / LTE here. / cable / a router. AES encryption enables connection of A device that makes it possible to share network devices to transmitters / routers / data. hotspots / telephones. One of the functions offered by the switches An abbreviation of the English name for this is the intuitive web graphic interface GUI / interface. LTE / SSL / TCP. The switch administration protects the GUI / Secure Socket Layer protocol. LTE / SSL / TCP encryption. An ISDN telephone exchange is equipped Cables can be connected to analogue ports. with analogue / Wi-Fi / digital / wireless ports. The PSTN network enables the subscriber's The telephone makes it possible to terminal to operate with a telephone / communicate with each other despite long wireless / digital / Wi-Fi network. distances.

Access points do not require maintenance / Work related to technical services. software / a cable connection / connection with other devices. The interface of the standard command line An abbreviation of the English name for this is CLI / GUI / LTE / SSL. interface.

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Extra activity:

To consolidate the vocabulary in this task, especially the abbreviations, provide some extra sentences to revise them. Tell your students that you are going to say a sentence and their task is to guess the word that describes it e.g.

You say: It stands for Wireless Fidelity.

Students say - Wi-Fi

You say: it stands for Graphical User Interface

Students say: GUI

Task 12 - Grammar

This is a grammar-oriented exercise. Before you set this to your students you might want to revise some of the grammar areas it covers e.g. conditional sentences, relative clauses, phrasal verbs. Then set the students in pairs and set a 3 minute time limit. Conduct a whole-class feedback explaining more difficult examples in more detail.

Answers:

1. [Should / Have / Could] you need any recommendations, I know all the good telecommunications specialists in town. 2. I [suggest / offer / afford] using the router made by this company. It has never let me down. 3. This is my client, [whose / that / which] equipment I have configured many times. 4. Every server room should be equipped [ with / of / in] a decent air conditioning system. 5. I’m afraid [I won’t be able / can’t / couldn’t] to make it on time. I got stuck in a traffic jam. 6. You [had better / should better / are better] not connect any more devices to this router. 7. If he [had known / knew / knows] about your problem, I’m sure he would’ve offered his help. 8. I’m afraid I’ll have to give [up / in / away] updating this operating system. My hardware is simply too old for all the new apps.

Revision game:

Write on the board the key vocabulary from the lesson that you want to revise. If possible use pictures instead of writing the words down. 1. Make students read out the words and expressions aloud with pace and rhythm. Do it at least twice.

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2. Clear out 1 word from the board or take away a picture. 3. Students read out the words again together with the removed picture words. 4. Repeat the step 2 and 3 with the next word, and so on.

Continue the activity until there are no words / pictures on the board and students are able to recall all the phrases in order from the memory. transmitter, access point, switch, hotspot, settings, reset, update, call back signal, request signal, signal of crediting, speed signal, call signal, receiving signals

Language feedback

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Module EE.06.2. Starting and maintenance of WANs Lead-in

Noughts and Crosses In this traditional game, spaces are filled with particular numbers. Divide students into 2 teams. In order to put a nought or a cross in a particular place a representative of a group makes a sentence with the word associated with the number. If a sentence is correct a teacher puts a relevant symbol.

1. router 2. switch 3. socket 4. hotspot 5. configuration 6. access point 7. transmitter 8. settings 9. update

Task 1 - Listening for gist

Tell your students they are going to watch and listen to a dialogue between two technicians who are to run/install a LAN. Then, Give them a moment to read the statements in exercise 1 and encourage them to predict what they think the answers may be based on their background knowledge of the subject. Then, during the listening, they can verify their predictions and make any necessary changes. Give students a minute to check their answers in pairs after listening, and elicit the answers from nominated students during whole-class feedback. Finish with open-class feedback. During feedback highlight and clarify useful collocations from the text. If time allows, the students can search for useful collocations in the script; alternatively you can simply highlight them and elicit their meaning and use.

Collocations to highlight Break is approaching, I see that we have a problem, What's up?, Let's start, Well, let's look at, Yes, it's about time, That's right

Answers:

1. T

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2. T

3. F

4. F

5. F

6. T

7. T

8. F

TRANSCRIPT

LAN start-up

(R): Hi Jacek!

(J): Hello Rita.

(R): Are we going to start up everything today?

(J): Yes, it's about time, I think it will take us about three hours.

(R): Ok.

(J): Well, let's look at the plans and check everything before starting up.

(R): I’ll get the map ready.

(J): Well, let's put it all over again, cables in the suspended ducts lead to the switches, right?

(R): That's right!

(J): Shielded cable?

(R): Yes, FTP.

(J): Good. Two TP Link switches, the models match, right? Measurements done?

(R): Yes, measurements were taken.

(J): I see, can you show me the results? I will attach them to the acceptance certificate.

(R): Here you are, this is a set with selected sections.

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(J): Well, if you can, go to the server room, make sure everything is connected and turn on the servers. Ah, and do not forget to turn on the air conditioning and humidity sensor. Also check if the UPS is fully charged.

(R): OK. I'm going now.

(J): Let's test everything, the Internet’s working, the router too, all ports on switches are active, there are no errors. How's the server?

(R): It's all right, I've checked everything during the assembly.

(J): Ok. I see that we have a problem with the workstation 43. See what this device is on the plan?

(R): IP 10.0.0.104. mm, this is open space, I will go and check.

(R): And, what’s up? Does it work?

(J): Yes, what did you do?

(R): The cables have fallen out of the socket, I have corrected everything.

(J): Good.

(R): Lunch break is approaching. After the break, we'll start testing everything further.

(J): Oh, yeah, first of all, I am going to drink some good coffee!

The text contains examples of various grammatical forms which could be explored if necessary, depending on what you perceive as an area students might need to improve.

Examples of grammatical structures Present Continuous, Present Perfect, Future Simple, Past Simple, to be going to.

Task 2 - Grammar / Cloze test

Tell your students the text they are going to complete is an example dialogue between a prospective employer and a candidate for a technician’s job - a situation they might soon take part in. The students can work in pairs to complete the dialogue with the words from the list. Remind them there are three extra distractors in the list. After you’ve run a whole-class feedback ask the students to read or act the dialogue out in pairs for better practice.

Answers:

Source list - bolded words in the text + distractors: area / hard / trivial

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What skills and knowledge do you possess that make you a good technician?

- I have Bachelor’s Degree in Telecommunications, which is good educational foundation to enter the field . My math skills and logical thinking skills make me a natural technician. I also have a great eye for detail. In addition, I have the soft skills that allow me to communicate well with my colleagues and customers to ensure issues are resolved on time.

Do you think it’s t important to stay updated on the most recent technology trends and developments?

- I believe it's crucial to keep learning about new innovations and research in the new technologies. It's our duty to solve problems, and we do that best when we're engaged with the technology and learning how to better make use of it. So, I do spend a lot of time learning about new tech trends by reading blogs and talking to coworkers.

Task 3 - Listening for gist

Students will watch an instructional video about renovation. It provides the context for the target language provided in the last stage and gives students the opportunity to hear the target language in the co-text ( see the section on lexis)

Tell students they are going to watch the presentation and decide whether the sentences are true or false. Give them some time to read through the questions and clarify the meaning of any words at this stage. With less confident group you can pre-teach vocabulary like: technical facility (n) consist of (v) network node (n) velocity (adj).

You can also decide to let the students watch the video as they read the transcripts.

Students compare their answers in pairs. In feedback ask students to give you the answers open-class and make sure you clarify any doubts.

Answers:

1. T

2. F

3. T

4. T

5. F

6. F

7. F

8. F

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TRANSCRIPT

Renovation The telecommunications network is a technical facility. The telecommunications network consists of many elements. The network is a set of telecommunications links and other devices required to transmit information between two or more network nodes. In the field of telecommunications, there are many different kinds of tests and measurements of telecommunications ducts. Measurements are taken to check the correctness of operation, link parameters and characteristics as well as the correct network maintenance.

We can collect measurements in several groups in which we measure the frequency, frequency of attenuation, noise, etc. We can measure individual ducts, links, analogue and digital channels. Thanks to continuous monitoring, we can be sure that the transmission network will be maintained.

We use relative values in telecommunications lines. The energy quantities are equivalent to the energy flow,for example energy, density and power.

Field quantities include, for example, voltage, intensity, sound pressure, etc.

The reflectometric or wave- or pulse-based reflectometric method uses the reflection phenomenon that occurs during propagation of the electromagnetic wave in the long line. Because faults such as: short circuit, break, break with simultaneous deterioration of the insulation condition, cause the line to increase or decrease, the reflected wave can be observed and the type of damage can be determined on this basis. At the same time, knowing the velocity of the wave propagation in the cable and measuring the time between the emission of the wave and the return of the reflected wave, it is possible to determine the distance of the fault location on the cable side where the tester is installed. The most commonly used measuring tools are: - an oscilloscope - a pulse generator - an electronic indicator - a megohmmeter - an adjustable resistor, fixed, decade.

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Task 4 - Lexis

Cut up the words and give each student one. The students should mingle and find the pair to form a phrase. To facilitate the task, put the feedbacks on the board to guide the students in making the right matches. Check the results with the whole class.

Answers:

reflectometer network testing

cable ducts

telecommunication network

wireless transmission antenna

signal strength measurements of parameters

transmitter receiver

energy quantities

measuring tools

Feedback:

1. Device that checks the quality of the network connection.

2. Trays for easy replacement of cables or expansion of the system. 3. Devices and equipment that make it possible to transmit and receive signals using, for example, wires or cables.

4. A device that converts electromagnetic waves into an electrical signal and vice versa. 5. We test it through the network diagnostic panel located in the router or modem software.

6. Electronic device that receives signals from the transmitter.

7. Quantities equivalent to the energy stream, such as energy, density and power.

8. They include a digital multimeter, a signal generator and a stabilized power supply.

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Task 5 - Listening for gist

Tell your students they will listen to a text about network configuration and various aspects related to it. Before they listen, ask them to read through the descriptions of the concepts they’ll need to match. You might also want to pre-teach some useful vocabulary such as:

DHCP server - Dynamic Host Configuration Protocol – protokół dynamicznego konfigurowania hostów

TCP / IP - Transmission Control Protocol/Internet Protocol invaluable solution lag delay Then, play the recording and check the task results with the whole class.

Answers:

1. Test It is carried out to check properties and performance of a device.

2. Checklist A list of important activities to do.

3. Capacity The maximum amount of data a device can hold and process.

4. Error A failure of a computer program that causes a malfunction.

5. Connectivity The ability of a computer or network to connect with more others.

6. Ping Software used in TCP/IP networks.

7. Communications A system for transmitting or exchanging information.

8. Configuration Setting the parameters needed to run the program.

Feedback:

1. You can perform unit tests and system tests. 2. They are are usually used to determine if specific risks have been considered in the

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program.

3. The operational efficiency of a PC or server.

4. There may be an error in method or syntax.

5. Also the ability to communicate with other computer or computer system.

6. Used to diagnose network connections.

7. Transmitters and receivers are used in this system.

8. It has to be set correctly to make the program or device work properly.

Listening comprehension transcript

Local network configuration: to run a local network we need to ensure communication between all connected routers and computers. We configure the router and set the network address. Next, we make sure that the DHCP server is running on the router and we get the DNS address in the network connection settings.

Testing communication between computers: To test network connectivity, we must open the command consoles and enter the ping password and the IP number. The result of the connection test should be positive. If not, the network connection must be repeated.

Sharing of space in the system: when we configure the local network, we can share the folders that will be visible on the network. This solution significantly facilitates work and information exchange.

Ping: Ping is a program used in TCP / IP networks. The task of ping is to diagnose network connections. Thanks to ping, you can measure the number of lost packets (information units) and lags, or delays in packet transmission. Ping uses ICMP protocol for operation and is supported by almost all servers.

IT network tester: automatically recognizes the most common problems related to the availability and performance of Gigabit LANs, WANs and Wi-Fi. It indicates the source of the problem by measuring and analysing the performance of sensitive network elements, such as network cabling, power supplied in PoE standards, connection to the nearest switch / access point, key network services, applications and servers.

Checklist: an invaluable solution for starting any remote data-transmission network that introduces standard procedures for tests, connections and configurations. Thanks to checklists, we can be sure that we have not made a mistake and that we have not overlooked anything.

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Additional activity:

Revision game

The task could be done in open class as a game of hangman between you and the students. Ask students to choose 3 words that they think may be difficult or challenging for other students to guess.

Task 6 - Listening for detail

In this task students have to select one word from three options so that the sentence is true. The students can listen to the recording again and complete the exercise individually. Students should be already familiar with the meanings of words provided in this task, if they are not sure they can make use of dictionaries available in this section as well as in the last.

Students compare their answers in pairs. In feedback ask students to give you the answers open-class and make sure you clarify any doubts.

Answers:

Sentences Feedback

The transmission network must be run Separated fragment of the algorithm. according to the established procedure / configuration / network.

The server's task is to provide the service / Terminal server allows you to run programs assistance / access to the transmitter for remotely, the file server provides space other programs and devices. where files are stored.

Remote access allows you to create many / Most of them are based, however, on access up to three / only one configuration(s). to folders and files stored on a home computer.

The network installation can be performed Twisted pair with each pair in a separate using the FTP / CTP / PTC cable. film screen in addition to a film screen.

We can analyse the errors / quality / Owing to the tester, we can eliminate network traffic with the tester. obstacles during network setup.

The switch is used to create a local / wide / A device that connects the computer municipal network. network segments that work mainly in the second layer.

Currently, the router is not limited only to Most often, a company that provides limited the correct transfer of the packet between or unlimited data packages for an agreed fee.

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the LAN and the provider / recipient / Internet intermediary.

Ping uses the ICMP / ICMP / TCP \ IP This is a service protocol that reports protocol for operation. communication errors between hosts.

Task 7. Lexis

Ask the students to match the expressions to their descriptions. Monitor the activity. Ask a volunteer for answers. As a follow-up, you can set the students in pairs and ask them to play a guessing game in which one of them reads the description ad the other one needs to name the corresponding concept. Answers:

Monitoring Continuous status checking.

Cable Connects a computer to the power source.

Background noise A sound which is a form of interference. A transmitter can make it.

Channel It can be displayed on the measurement graph.

Transmission media Coaxial cable or twisted-pair cables sending signal.

Measurement range Specifies the upper and lower limits for which the measuring device works correctly.

Test point A special place in a device used to monitor its state or inject test signals.

Dispersion Distortion of transmitted signals.

Feedback: 1. An organised method of observation.

2. An insulated electric wire.

3. It overlaps with the transmitted signal.

4. Signal transmission route.

5. Can be divided into wired and wireless.

6. This is a basic feature of measurement tools and measurement results.

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7. This is usually described in detail in measurement procedures.

8. Electromagnetic waves, including light, are subject to distortion.

Task 8 - Reading for detail

Pre-reading

Draw a mind-map on board with three words and ask your students to come up with as many ideas as they can with those words.

In the reading task students have to read the text and then choose the option that best completes the sentence. Students read the text thoroughly. Instruct the students to underline or highlight any new words/expression/collocation that they find interesting, difficult or useful. Wait 2-3 minutes, ask students for words/expressions/collocations and note them on board.

Suggested vocabulary

Appoint a team, specialize in, ever-increasing, to force a company, to maintain network, employee vs. employer, depend on

Answers:

1. It is inappropriate / adequate to employ one person to maintain all networks.

2. Companies need / do not need to appoint a team of people who are specialists in a narrow field.

3. Server performance monitoring is not / is the responsibility of the company’s employees.

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4. The growing computerization of production and services forces companies to use the services of qualified telecommunications / electronics technicians.

5. Failure can lead to huge / small losses and data loss.

6. One employee / At least several employees should take care of all sensitive technical aspects.

7. Every computer and server / Every computer should be equipped with a firewall that allows access control to the network.

8. The network can / cannot be further secured by ensuring that users have only the authorisations they need to do their job.

Task 9 - Lexis / Hangman

In this task students are going to guess the hidden words. Students can work individually or in pairs. If your class enjoys competitive tasks, you can divide them into two teams playing against one another.

Answers:

Entry Definition Hint

Router Device allowing to connect Transfers packets from the several devices to one source network to the target network. network connected to each other.

Console It is used to give commands You can open it by entering for the system. the cmd.exe name in the function search programs and files.

Server A computer or device that It is used to provide access provides services to other to resources or acts as an programs. intermediary in the transfer of data between computers.

Access point A point where we can We can distinguish between connect to the Internet. wired or wireless access points.

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Ping Software used in TCP/IP Its task is to diagnose the networks. operation of network connections.

Capacity Its high value brings It can be high or low, affects significant profits or effects the quality of the device in relation to the work put in. performance.

Tester It automatically recognizes Analytical devices to the most common problems eliminate problems after related to network starting the network. availability and performance.

FTP cable The type of signal cable used There are four types of FTP to transmit information. cable: U; F; S; SF.

Task 10 - Lexis / Matching

In this task students have to match image - word pairs. You can do the task the analogue way. Give each student either a picture or a word and ask them to find their match. Check the results with the whole class. Then ask the students to complete the task in their e-resources.

Answers:

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Game - Quiz

This quiz is grammar-oriented. You play the Who wants to be a millionaire? game as a competition by creating two teams. Each team has to choose one option and explain why they think it is the right decision quoting the relevant grammar rules. If necessary, recap the rules after the game for better consolidation.

Answers:

1. I saw the accident. I_____coffee when it happened. a. was having

b. had

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c. having

F: One activity was in progress when something suddenly happened.

2. Our company address is 24, Cherry Road. We ______here for almost 10 years.

a. worked b. are working c. have worked F: This activity started in the past and still continues.

3. Tom’s out. He_____gone to grab something to eat.

a. just has b. has just c. just F: You need to use the correct form of the present perfect tense.

4. I live in a big city but I wish I ______in a small town.

a. have lived b. would live c. lived F: Wishes about the present are expressed in the past tense.

5. If you really liked your job, you______take it more seriously.

a. will b. would c. did F: Choose the word that will make up a sentence in the second conditional.

6. There were plenty of tools available, so you ____brought any more.

a. needn’t b. needn’t have c. need F: They did that, but it was not necessary. Use a past modal verb.

7. We couldn’t meet the client at their house, because it_____painted.

a. was being b. was c. has been F: Use a past passive form.

8. Susan left home early _____she wouldn’t be late for the meeting.

a. because b. so that c. in case

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F: Use a phrase expressing a purpose.

Task 11 This is a grammar-oriented exercise in which students have to complete the gaps with the possessive pronouns corresponding to the pronouns in brackets. Set a two-minute time limit for the students to complete the task individually. Revise the basic rules if necessary and run a whole-class feedback afterwards. Answers:

1. The server room is right next to [our] office (we).

2. How do you like [your] new operating system, Diane? (you) 3. The capacity of this system is better than it is in [mine ]. (me) 4. Which car is [ours] ? (we) 5. It was definitely [their] fault, so they should fix it again. (they) 6. The package is too big to fit in [its] boot. (it) 7. I can’t find my car keys, can I use [yours ]? ( you) 8. The current owner of this laptop hasn’t made up [his] mind about selling it yet. (he)

Task 12 - Wordsearch

In this task students have to find eight words related to the topic of this lesson. Set time to make this task more challenging and fun. You can set time on mobile phone. You can provide the definitions of words so that students will be looking for particular words. Check the results with the whole class.

1. Socket

2. Switch

3. Router

4. Cables

5. Converter

6. Server

7. Sensor

8. Ping

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Revision game:

Continue the activity until there are no words / pictures on the board and students are able to recall all the phrases in order from memory.

Switch, access point, dispersion, LAN configuration, converter, patch panel, capacity, update the software, channel, provider, errors, local network, IT Network tester, signal strength, wireless transmission, voltage, socket

Language feedback

Put some good, as well as some incorrect examples of students' language on the board. First, ask them to decide which ones are correct and mark them with a tick. Now, ask them to improve or correct the rest in pairs. Conduct thorough feedback in class, upgrading their language and correcting any mistakes.

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END-OF-COURSE TEST

NAME:______

______/ 95 POINTS

Part 1 - Vocabulary

TASK 1

Choose the correct option in each sentence.

1. For safety reasons, cable installation is best done with the help of a/an {aerial platform / climbing rope / crane jib}. 2. Before getting down to work, a schedule with {power engineering services / police / army} should be presented and agreed. 3. Supervision by a power distribution company is important not only because of the safety of the {telecom riggers / utility poles / wiring cabinets}, but also of the entire network. 4. The work of a power distribution company is paid by {the contractor / the insurer / the State}. ____/4 points

TASK 2

Choose the correct answer

1) Quality control should take place

a) always after the completion of works

b) only if the wire path is interrupted

c) only in the event of a failure

2) We check fibre optic cable lines in telecommunications for

a) shape

b) the temperature of the cable sleeve

c) breaking of the cable sheath

3) Optical measurements are made using

a) a reflectometer

b) a slide calliper

c) a level

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4) Fibre optic cables on the line must be checked by performing measurements

a) acoustic

b) optical

c) thermal

____/4 points

TASK 3

Match the words on the left with their descriptions on the right. There is an extra option

1. Monitoring a. It has an impact on signal quality and can be created by atmospheric discharge, for example.

2. Frequency b. Sending of data over distance.

3. Interference c. Constant supervision.

4. Transmission d. (...) path – makes it possible for electromagnetic waves to move within a confined space.

5. Data stream e. This is expressed in Hertz.

f. Connection between sender and recipient in the form of an uninterruptible data sequence. 1.____, 2.____, 3.____, 4.____, 5.____

____/5 points

TASK 4

Match the words provided below with their definitions inches, centimetres, fractions, decimals, three quarters, third quarters, two thirds, three three, oh, zero

1. ½ or ¾ are examples of ______.

2. The symbol ” in e.g. 2” stands for ______.

3. In English you read the number ¾ as ‘______ ’. 4. In English you read the number ⅔ as ‘______ . 5. In English you read the number 0.6 as ‘______ point six’. ____/5 points

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TASK 5

Choose the correct option in each sentence

Attenuation is a parameter / phenomenon / waveform that determines the signal level loss in the transmission path.

The transmission path is information about the physical length / width / height of the duct used for signal transmission.

We can display one path / parameter / multimeter on the measurement graph.

The interpenetration of signals between the individual cable pairs in the cable is known as path / crosstalk / reflected wave.

Transmission paths are classified due to the length / transmission type / energy stream of the cable.

____/5 points

TASK 6

Provide English equivalents for the following words

Tor miedziany - ______

Zasięg transmisji - ______

Zakłócenia - ______

Częstotliwość - ______

Łącze - ______

____/5 points

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TASK 7

Label the pictures.

1 ______

2 ______

3 ______

4 ______

5 ______

___/5 points

TASK 8

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Match the following phrasal verbs with their definitions. There is an extra option. plug in, hook up, set up, run out, shut down, keep up, hold up

1. ______- install/mount 2. ______- stop operating 3. ______- connect to a telephone network 4. ______- to be used up, deplete 5. ______- maintain 6. ______- delay

___/6 points TASK 9

Fill in the missing letters to make correct words

L _ _ _ _ _ A structure used to climb up something or down from something. B_ _ _ _ _ T A satellite dish can be mounted on it.

M _ _ _ _ A device for reading values. Temperature is one example. S _ _ _ LL _ _ _ C _ _ _ _ _ T _ _ The element of a satellite antenna that allows you to capture the signal. D _ _ _ A structural element of a satellite antenna. ___/5 points

TASK 10 Select the right words related to the type of subscriber signals. dial tones, receiving signals, request signal, call signals, DC signal, overload signal, speed signal, busy signal, call back signal, AC signal, pass signal, Internet

CORRECT WORDS:

____/7 points TASK 11 Choose the correct answer

1. Access systems connect signals from the subscriber’s exchange with

a. subscriber devices

b. company devices

c. commercial devices

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d. Wi-Fi devices

2. An analogue control panel built from a control panel and two cabinets

a. VoIP

b. LTE

c. POTS

d. PSTN

3. A basic telephone service

a. allows you to access the internet

b. transmits the voice over a telephone link

c. transmits digital data

d. allows you to choose a number

___/3 points

TASK 12 Fill in the missing letters to make the correct names of various devices (a-e), then complete their descriptions with one word (1-5)

R_ _ _ _ _ (a) This is a communications node that ______(1) various networks.

T______(b) Its main function is to ______(2) the network with other devices.

S_ _ _ _ _ (c) This allows you to create a ______(3) on a certain site.

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Telecommunications This allows sending different types of l_ _ _ _ (d) ______(4)

ISDN telephone This device is equipped with e______(e) analogue ______(5) .

____/10 points TASK 13 Match the words on the left with the definitions on the right

1. Background noise a. This is a strictly defined setpoint for the values measured.

2. Transmission media b. Distortion of transmitted signals.

3. Measurement range c. Specifies the upper and lower limits for which the measuring device works correctly.

4. Test point d. The transmitter can generate background noise.

5. Dispersion e. Coaxial cable or twisted-pair cables sending transmissions

1. ____, 2. ____, 3.____, 4._____, 5.______/5 points

Part 2 – Grammar

TASK 14 Complete the sentences with the verbs given in brackets in the correct form.

1. The riggers of telecommunications networks and devices ______ the installation of radio systems in our area right now. (deal with) 2. The masts ______since the 1980s. (be) 3. The reception bands on which the CB-radio ______ have a width of 450 kHz. (operate) 4. Turn on the Bluetooth on the phone and I ______you the photos immediately. (send) 5. My parents ______satellite television at home for a long time. (have) Strona 88 z 94

___/5 points TASK 15

Complete the table with the correct forms of the words

ADJECTIVE NOUN long

intensity electrical

height resistant

___/ 5 points

TASK 16

Choose the correct option

1. The telecom rigger's working day won’t start before a [briefing / supervision / report] 2. I have a really bad Wi-Fi [restore / reception / receive] here. 3. I have been meaning to get a a new phone but I can’t [ get up / get in / get down] to doing it. 4. When I’ve [ graduated / left / end] school, I will find a job with some telecommunications company. 5. If you want to succeed in this field, you need to be [ committed / commuted / commenced.

___/5 points

TASK 17 Complete the sentences with the correct form of the words in brackets.

1. The access points have already been granted ______ on the website. (AUTHENTIC) 2. ______is a change in electronic information into a secret code that can be read only by special devices. (ENCRYPT) 3. Administrators can ______data according to various elements. (PRIORITY) 4. I’ve signed a contract with a new Internet service ______ . I hope this one doesn’t let me down.(PROVISION) 5. This subscriber device has been ______ and is no longer in use. (ACTIVATE) ___/5 points

TASK 18

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Choose the correct option that completes each sentence.

1. I saw the accident. I_____coffee when it happened.

a. was having

b. had

c. having

2. Our company address is 24, Cherry Road. We ______here for almost 10 years.

a. worked b. are working c. have worked 3. Tom’s out. He_____gone to grab something to eat.

a. just has b. has just c. just 4. I live in a big city but I wish I ______in a small town.

a. have lived b. would live c. lived 5. If you really liked your job, you______take it more seriously.

a. will b. would c. did 6. I wish I ______more for the exam. I didn’t know any of the answers.

a. had studied b. studied c. have studied ___/6 points

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KEY FOR END-OF-COURSE TEST

TASK 1

TASK 3

1. c, 2. e, 3. a, 4. b, 5. f

TASK 4

1. ½ or ¾ are examples of fractions .

2. The symbol ” in e.g. 2” stands for inches .

3. In English you read the number ¾ as ‘three quarters’. 4. In English you read the number ⅔ as ‘two thirds’. 5. In English you read the number 0.6 as ‘oh point six’. TASK 5

Attenuation is a parameter / phenomenon / waveform that determines the signal level loss in the transmission path.

The transmission path is information about the physical length / width / height of the duct used for signal transmission.

We can display one path / parameter / multimeter on the measurement graph.

The interpenetration of signals between the individual cable pairs in the cable is known as path / crosstalk / reflected wave.

Transmission paths are classified due to the length / transmission type / energy stream of the cable.

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TASK 6

Tor miedziany - Copper line

Zasięg transmisji - Transmission range

Zakłócenia - Interference

Częstotliwość - Frequency

Łącze - Link

TASK 7

1. cable ducts

2. cable tester

3. telecommunications network

4. signal meter

5. satellite converter

TASK 8

1. set up

2. shut down

3. hook up

4. run out

5. keep up 6. hold up

TASK 9

1. ladder

2. bracket

3. meter

4. satellite converter

5. dish

TASK 10 correct: dial tones, request signal, overload signal, busy signal, call back signal, AC signal,

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pass signal wrong: receiving signals, call signals, DC signal, speed signal, internet TASK 11 a, c, b

TASK 12 a) router b) transmitter c) switch d) link e) exchange

1) connects

2) share

3) network

4) signals

5) ports

TASK 13

1. d, 2. e, 3. c, 4. a, 5. b, 6. a

TASK 14

1. The riggers of telecommunications networks and devices [are dealing with] the installation of radio systems in our area right now. 2. The masts [have not been renovated / haven’t been renovated] since the 1980s. 3. The reception bands on which the CB-radio operates have a width of 450 kHz. 4. Turn on the Bluetooth on the phone and I [will send/ I’ll send] you the photos immediately. 5. My parents [have had/’ve had] satellite television at home for a long time.

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TASK 15

ADJECTIVE NOUN long [length]

[intense / intensive] intensity electrical [electricity/electrician]

[high] height resistant [resistance/resistor]

TASK 16

TASK 17

1. The access points have already been granted authentication on the website. 2. Encryption is a change in electronic information into a secret code that can be read only by special devices. 3. Administrators can [prioritise/ prioritize] data according to various elements. 4. I’ve signed a contract with a new Internet service provider . I hope this one doesn’t let me down. 5. This subscriber device has been deactivated and is no longer in use.

TASK 18 a, c, b, c, b, a

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