Mobile Phones

Step One: pre-reading

As a preparation for reading, T asks the Ss to work in pairs and discuss together some of the advantages and disadvantages of
mobile phone. T provides creative tasks that students can do at their own level, T moves around the class offering help where
necessary. For weaker students (Mary, Natasha and Lera) T can offer some ideas:

Keep in touch with….-связаться с кем-либо

You can listen to music…..- вы можете слушать музыку
You don't miss important calls….- вы не пропустите важные звонки
You can surf the Internet – вы можете войти в Интернет
Mobile phone can damage for…- мобильный телефон может нанести вред….
Mobile phone can limit real communication – ограничиваетреальноеобщение
It can be expensive – Телефон может быть дорогим
When they have finished, asks some students to write advantages and others disadvantages on the board.
For example:
Advantages of Mobile Phones: Disadvantages of Mobile Phones:
 Keep in touch with friends and family  Mobile phones can be expensive
 You don't miss important calls  They can damage your health
 If you are lost, you can call for  Sometimes the reception is poor in
directions. some areas, limiting your connectivity
 If you are in an accident, you can call (you can't talk underground or on
the police or ambulance - and if the planes).
phone has a camera, you can take  People use the phone while they are
pictures of the accident. driving, and this can cause problems.
 You can listen to music, text, play  They can limit your face to face time
games when you're bored. with friends and family
 Most mobile phones have a calculator  Can be hard for older people to use.
and a phone book.  Because of their smaller size, they can
 Phones have internet connection be easy to lose.
 They have cameras
 You can check your emails
T divides the students into groups according to ability (1 group – the weaker students (Mary, Natasha, Lera, Anton)( 2 group –
the stronger students (Polina, Kate, Ann, Vadim, Sergey). T gives each group of students the word lists that previously created.
Ss work within their groups and T asks them to discuss the meaning and use of the words.For the weaker students T should write
the meaning and students try to understand and translate these words. Ss may use a dictionary or ask T for help. When they have
finished, clarify the vocabulary together as a class.

Mobile Phones Vocabulary for weaker students

Word Meaning
conducted verb Carried out with control
definitive adj complete; well understood
device noun a thing that people use for a specific purpose
err on the side of caution idiom take the necessary precaution due to a
possible risk
funded verb paid or partially paid for
Gaming consoles noun electronic devices that allow people to play
video games
hazardous adjective dangerous; could cause injury or health
problems
illustrate verb show
logical adj Makes sense
Long term exposure noun the use or close proximity to something over
a long period of time
Mobile phone noun a wireless phone that can be carried with you
out of the home and office
potential noun Good possibility
radiation noun a type of energy that is transmitted as waves
or rays
tissue noun group of cells in the body that work together
tobacco noun dried leaves found in cigarettes

Mobile Phones Vocabulary for stronger students

Word Meaning
conducted verb
definitive adj
device noun
err on the side of caution idiom
funded verb
Gaming consoles noun
hazardous adjective
illustrate verb
logical adj
Long term exposure noun
Mobile phone noun
potential noun
radiation noun
tissue noun
tobacco noun

Step Two: Reading (I tried to use Jigsaw technology)

Put the students into three mixed ability groups, and distribute copies of the reading strips.
Group students with the same letter text together so they can preview and read the text together. That is, put students with
paragraph A together, students with paragraph B together, students with paragraph C together
A Sergey B Vadim B Ann C Kate

A Polina A Natasha B Anton C Lera C Mary

Students now read their text, T allows students to consult together as they work. They should also answer the comprehension
questions.

Mobile Phones Text

A
Is talking on a mobile phone hazardous to your health? It is difficult to know for sure. Some research suggests that heavy users of
mobile phones are at a greater risk of developing brain tumours. However, many other studies suggest there are no links between
cancer and mobile phone use.
The main problem with the current research is that mobile phones have only been popular since the 1990s. As a result, it is
impossible to study the long term exposure of mobile phone use. This concerns many health professionals who point out that
many cancers take at least ten years to develop. Another concern about these studies is that many have been funded by those who
benefit financially from the mobile phone industry.
Reading comprehension
1. According to the text, do mobile phones lead to brain tumours?
2. The text mentions the 1990s because this was when …?

B Many cancers take ten years to develop.

Over three billion people use mobile phones on a daily basis, and many talk for more than an hour a day. Mobile phone antennas
are similar to microwave ovens. While both rely on electromagnetic radiation, the radio waves in mobile phones are lower in
radio frequency (RF). Microwave ovens have enough RF to cook food and are therefore known to be dangerous to human tissues.
However, the concern is that the lower frequency radio waves that mobile phones rely on may also be dangerous. It seems logical
that holding a heat source near your brain for a long period of time is a potential health hazard.
Mobile phones get hot when they are used for a long period of time.
Some researchers believe that other types of wireless technology may also be dangerous to human health, including laptops,
cordless phones, and gaming consoles. Organizations that are concerned about the effects of Electromagnetic Radiation (EMR)
suggest replacing all cordless devices with wired ones. They say that many cordless phones emit dangerous levels of EMR even
when they are not in use. They even suggest keeping electronic devices, such as computers and alarm clocks out of bedrooms, or
at least six feet from your pillow.
Reading comprehension
3. Why does the article mention microwave ovens?
4. Which of the following is NOT mentioned in the article?
C Other wireless technology may also be hazardous to our health.
A growing number of health professionals worldwide are recommending that mobile phone users err on the side of caution until
more definitive studies can be conducted. They recommend that adults use head sets or speaker phones and that children and
teens, whose brain tissue are still developing, use mobile phones only for emergencies. Concerned medical experts use the
example of tobacco to illustrate the potential risks. Many years ago, people smoked freely and were not concerned about the
effects of cigarettes on their health. Today, people know that cigarettes cause lung cancer, though it is still unknown exactly how
or why. Some doctors fear that the same thing will happen with devices such as mobile phones.
Reading comprehension
5.How is mobile phone used compared toa tobacco use in this article?

Teacher prepared the chart, that included all three paragraphs and would be appropriate for the content. T distributes copies of the
chart to the students.
Paragraph A Paragraph B Paragraph C
Main ideas
Details

Students should fill in the main idea and details in the column of their chart that corresponds to their paragraph (i.e. students with
paragraph A fill in column A). The Ss should be responsible for both vocabulary and content, each member of the group
understands their parts of the material and that they will be able to teach it to others in their group.
Groups should come to a consensus as to the main idea and details of their paragraph.
Next regroup the class into three new groups so that each new group has a student who has read each paragraph. So, Group 1
should have A, B and C and so forth.

A A A

B C B C B C

Students should elicit information from each other and share the main idea and details from each of the paragraphs. Each member
of the group now teaches the rest of the group about the section they just read about.They fill out the table as each group member
shares the main ideas and details of their paragraph. When groups have completed their tables, they come back together as a class
to recap and share information.

Step Three: Follow up

T groups weaker and stronger students separated from each other and gives them different tasks.
So the stronger and quicker students work with more complicated tasks, whereas the weaker students deal with a simpler task.

For the weaker student (Mary, Natasha, Lera)

Vocabulary quiz with multiple choices:
1. Another word for dangerous is
A logical B hazardous C potential D definitive
2. The device used for playing video games is a gaming
A mobile B radiator C console D exposure
3. The term "funded" means
A helped pay for B underpaid C on sale D expensive
4. Microwaves are a type of
A tissue B radiation C mobile D mobile phone
5. A synonym for "to show" is
A to conduct B to illustrate C to devise D to fund

For the stronger and intermediate students (Vadim, Polina, Kate, Ann, Sergey, Anton)
Vocabulary quiz, filling missing words:
1. Another word for dangerous is….
2. The device used for playing video games is a gaming ….
3. The term "funded" means…
4. Microwaves are a type of….
5. A synonym for "to show" is……
 Mixed ability groups in the classroom

Студент и его Уровень Словарный Грамматика Чтение Аудирование Письмо Разговорная

личные особенности запас речь
Polina – well Intermediate Good Good – can read articles listens to natural is able to can discuss
organized, very - uses present, past, future and reports, speech and write letters, current topics,
practical, never does conventional simple understand long conversation, and both formal express her
anything stupid social Weak and complex texts understand detail and informal feelings
language Conditional
sentences
Passive Voice
Mary -passive, she Elementary A very limited can use Past can understand can recognize can write can introduce
doesn’t like to speak in (or Beginner) vocabulary simple, can’t make very familiar and familiar words if short simple herself and
front of the whole class future plans simple texts people speak postcard describe others
slowly and clear and can ask and
answer simple
questions but she
doesn’t like
speaking
Kate- hard-working, Intermediate uses formal can use Simple and can read and can listen to can write uses appropriate
always tries to do her and informal Continuous Tenses understand natural speech clear texts on speech in a wide
job well English in Weak –talk about complex articles, and conversation, a wide range range of social
appropriate past habits (used specific and understand of subjects, situations
social to) information what is being but
situations said sometimes
makes
mistakes
Natasha –shy, feels Elementary is still greatly Good – Future and understands can recognize does simple can give simple
nervous and limited Past Simple simple sentences, familiar words if writing tasks information about
uncomfortable if people Weak- can read short people speak such as herself
are criticizing her Questions, texts slowly and clear taking or
Present Simple leaving a
message

Vadim- self-confident, Pre- uses formal Good – talk about can read authentic listens to natural can write participates in
a born leader, talks too Intermediate and informal the present, past texts such as speech and simple letters discussions and be
much and interrupts English in and future newspapers and conversation and and be able able to interrupt
appropriate magazines and begin to to link ideas politely, and take
 social understand the understand together turns in
situations general detailed communicating
meaning information,
doesn’t like
listening
Sergey-quite broad- Pre- uses uses the Simple reads most listens to natural Writes letters can deal with
minded butdifficulty Intermediate conventional and Continuous complex texts and speech and to friends most everyday
staying on task or social Tenses. be able to conversation, and situations
paying attention language Weak –Perfect, understand them understand detail
Reported Speech
Anton - easy-going, Pre - limited but Good – can read authentic listens to natural writes letters, Participates in
has a good sense of Intermediate rapidly present, past, future texts such as speech and both formal discussions
humour, has difficulty improving. simple newspapers and conversation, and and informal,
remaining seated Weak- magazines and understand the makes
Conditional understand the gist of what is mistakes
sentences general being
meaning said
Anna - has a well- Pre- is still greatly uses all the main can understand can understand can write can express their
developed imagination, Intermediate improving structures and texts that contain the main points of personal feelings,
remember a great deal tenses in English everyday or TV and radio letters, desires, hopes &
of information professional programs simple ambitions and
language connected briefly give
texts on reasons and
topics which explanations for
are familiar opinions and
plans
Lera– very sensitive Elementary is limited makes a lot of is able to read can recognize does simple communicates in
and grammar mistakes simple articles familiar words writing tasks, simple terms in
unsociable(reserved) and very basic makes a lot everyday places
phrases of mistakes