The Problems with Cellphones...

Objectives:

• The learner will define lesson vocabulary

• The learner will read and demonstrate above average comprehension of a newspaper article about cellphones.

• The learner will identify all present continuous tense verbs, gerunds and infinitives.

• The learner will make recommendations regarding the uses of cellphones.

Duration:

    4 hours

Materials:

• Cellphone newspaper article and Vocabulary Builder

• Gerunds and Infinitives reference sheet

• White board and markers

Activities:

1. Teacher asks learners in a Think-Pair-Share activity to make two lists: the good things about cellphones and the problems with cell phones. Learners fold an 81/2 x 11 sheet of paper in half and express in complete sentences as many thoughts as they can under each heading. Mixed-ability learner pairs compare lists and combine when possible, creating two new columns on a separate sheet of paper. Pairs share their lists with the class as teacher creates a class list on the board. Teacher allows time for discussion, asking learners to cite examples to prove their points. 

2. Teacher distributes "Looking for a Reason to be Late? Grab a Cellphone," directs learners to read the title, then asks them what this article might be about. Learners identify unfamiliar vocabulary, asking learners to share what they know as a class about the terms; teacher defines remaining vocabulary.  

3. Learners place the article face down and teacher reads the article aloud (twice if necessary). Learners then read along as teacher reads article again. Learner pairs compare the thoughts in the article with the class list of good and bad things about cellphones still on the board. Pairs discuss their thoughts as a class. Teacher also allows time to discuss the importance that Americans attach to being punctual, and how this compares with attitudes about punctuality in the learners' home countries.  

4. Learners circle all gerunds and underline all infinitives (learners may refer to the Gerunds and Infinitives reference sheet if necessary), and compare answers with other learners. Next, learners place a check mark next to all present continuous tense verbs and compare answers with other learners. Teacher also may ask learners to identify the three gerunds in the article (picking up, calling and changing). 

5. Learners complete the Vocabulary Builder individually and correct as a class

6. Mixed-ability learner pairs compose a paragraph or list of recommendations for people who use cell phones. Pairs read their thoughts to the class and compare. 

Assessment:

Teacher monitors verbal and written responses of individual learners and records scores from the Vocabulary Builder.