Cell Phones – Staying Connected
Grade Nine
Ohio Standards
Connection:
Foreign Language
Communication
Benchmark G
Use a variety of reading
and listening strategies to
derive meaning from texts.
Indicator 7
Use listening and reading
strategies (e.g., skimming
and scanning techniques)
to determine main idea and
purpose.
Connections
Benchmark B
Investigate, analyze and
present information and
viewpoints from the target
culture using authentic
sources, and apply
understandings across
disciplines.
Indicator 3
Interview a native speaker
or expert in the field to
develop new insights on
topics of interest (e.g.,
foreign workers’
experience in U.S., access
to technologies).
Lesson Summary: Novice Level Proficiency
In this multiple-day lesson, students gather, analyze and
present information about the availability, cost and use of
cellular telephones by middle-class teenagers (their peer
group) in Mexican cities. Students identify their own use of
cellular telephones and general costs of their own plans and
compare their findings with information gathered about
their Mexican counterparts. Through authentic texts, they
gather new insights into the topic.
Estimated Duration: Four hours and 30 minutes
The foreign language academic content standards were
written with the assumption that elementary programs meet
for 90 minutes per week and that secondary programs meet
the equivalent of 50 minutes per day throughout the school
year. Time and intensity do matter, and programs that meet
for fewer minutes/less often will need more time to review
previously introduced material before moving forward.
Commentary:
From the writer: The materials and activities for this lesson
are relevant and of high interest for middle and high school
students.
From the field: Students really enjoyed this lesson because
it uses vocabulary that is current and relevant to them. The
activities included in the lesson engage students in active
use of the language.
Pre-Assessment:
Part One
 Working in small groups, have students respond orally
to the following informal survey about their use of cell
phones.
1. ¿Tienes teléfono celular (Do you have a cellular
telephone?)
2. ¿Por qué sí? o ¿Por qué no? (Why? or Why not?)
3. ¿Crees que los jóvenes deben tener teléfono
celular? (Do you believe that teenagers should
have cellular telephones?)
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Cell Phones – Staying Connected
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4.

¿Para qué tipo de comunicación usas tu teléfono cellular? (For what types
of communication do you use your cell phone?) Por ejemplo, para
comunicar con amigos, para contactar a los padres o en situaciones de
emergencia. (For example, to call friends, to check in with parents or in
emergency situations.)
5. ¿Cuánto cuesta tu plan de teléfono celular por mes o por año? (How much
does your cellular telephone plan cost per month or per year?)
6. ¿Quién paga tu plan del teléfono celular? (Who pays for your cellular
telephone plan?)
Bring the small groups back together. By a show of hands, have students indicate how
many have a cell phone. Discuss why students use their cell phones and why they feel
the need to have a cell phone, who pays for the cell phone plan, why parents and
students should pay for the plan and what type of plan (cost) is reasonable for student
use?
Part Two
Have students predict the availability and use of cell phones by teenagers in Mexico and
record their prediction in their notebooks. Each prediction should consist of a minimum
of three complete sentences. One sentence dealing with the availability of cellular
telephones in Mexico, one sentence concerning if Mexican teenagers use cell phones and
one sentence giving the reasons why Mexican teenagers use cell phones.
Scoring Guidelines:
Part One
The assessment environment will be an informal class discussion with no formal score
taken. Students who participate completely in the small-group discussions should be
encouraged to share their ideas with the entire class. As students discuss, monitor their
participation and write a list of student-generated words on the board.
Part Two
The predictions are scored using the following scale (total six points):
one point for each correct subject-verb agreement;
one point for each complete sentence.
Post-Assessment One:
 Working in pairs, have students complete a chart about cellular telephone providers,
plans and costs in Mexico. Encourage students to use skimming and scanning
techniques to focus only on the information requested in this activity. (See
Attachment A, Post-Assessment One, Los Servicios de la telefonía celular en
México).
 Have students present their findings to the class in an informal presentation format.
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Cell Phones – Staying Connected
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
Have students record the findings of each group in their notebooks.
Scoring Guidelines:
Score using the following scale (one point for a maximum of 12 for each section):
Score the informal discussion and presentation using the following rubric.
4 points
3 points
2 points
1 point
0 points
Response is
complete.
Response is
mostly complete.
Response lacks
some
information.
Response lacks
most information.
Nonsensical
information
is given.
Easily
understood by
a native
speaker.
Easily understood
by a native
speaker
Easily
understood by
the teacher.
Understood by the
teacher, but has
English
interference.
Response is
mostly in
English.
Vocabulary
and grammar
usage is
accurate.
Vocabulary and
grammar usage is
mostly accurate.
Vocabulary and
grammar usage
is good, but
errors are
evident.
Errors in
vocabulary and
grammar interfere
with
comprehension.
No response
is
attempted.
Post-Assessment Two:
 Students read a dialog concerning the loss of a cell phone due to overage charges. See
Attachment B, Post-Assessment Two, El Teléfono cellular cancelado.
 Students respond to true-false questions concerning information from the reading.
 Students correct the false statements.
 Students indicate the main purpose of this reading by selecting the appropriate
multiple-choice completion.
Scoring Guide:
The true-false statements are graded using the following scale (total eight points):
one point for each correct true-false response. Statements 1, 2 and 3 are false; 4 and
5 are true;
one point for each corrected false statement;
1. Los padres de Manuel han cancelado su celular. (Manuel’s parents
canceled his cell phone.)
2. Su celular es cancelado. (His cell phone is canceled.)
3. Manuel ha usado muchos minutos con llamadas a sus amigos. (Manuel has
used many minutes with calls to his friends.)
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Post-Assessment Three:
Students complete sentence builders based on information obtained from the e-mail
questionnaire from student e-pals in a Mexican high school. See Attachment C, PostAssessment Three, Las Perspectivas de la telefonía celular.
Scoring Guidelines:
The sentence builders are graded using the following scale (14 points total):
Correct boldfaced element:
6-7 = A
4-5 = B
2-3 = C
1=D
0=F
Correct conjugation of the verb in each sentence: one point (maximum seven points).
Instructional Procedures:
Day One
1. Conduct the Pre-Assessment and discuss student responses. For example, ask
¿Quiénes tienen teléfono celular? (Who has a cellular telephone?)
2. Have students predict in writing the availability and use of cell phones by teenagers in
Mexico. Have students record their predictions in their notebooks.
3. Ask students to share their individual predictions orally with the class. Have students
keep a log of all student predictions in their notebooks.
4. Using the Internet, have students complete Attachment D, Vocabulario de la telefonía
celular. Explain skimming and scanning techniques that can be used to locate words
that are cognates for column one, palabras que comprendo (words that I understand).
Instructional Tip:
In order to better utilize computer availability, Steps 4, 8, 11 and 15 may be completed
together in Day One or divided into two days with Steps 4 and 8 completed in Day One
and Steps 11 and 15 completed Day Two. The subsequent steps in Days Two through
Five will need to be altered to reflect this change.
Day Two
5. Have students discuss the new vocabulary words that they found. Write the new
vocabulary words identified by Attachment D, Vocabulario de la telefonía celular on
the board. Have students write these vocabulary words in their vocabulary notebooks.
The exact vocabulary used in this lesson and on Attachment E, Categorización de
Vocabulario will vary depending on what vocabulary is identified by students.
6. Have students play a memory game in pairs to practice new vocabulary words.
Instructional Tips:
 Each pair of students completes a set of index cards containing all of the new
vocabulary words. Students write the Spanish vocabulary word on half of the card
and the English equivalent on the other.
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Cell Phones – Staying Connected
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minutos
gratis



free
minutes
Cut each card in half. Shuffle the cards. Place face down on the desk. Taking turns,
each student turns over two cards at random. If a match is made, the student keeps the
cards and takes another turn. If no match is made, the cards are returned face down on
the table and the other student takes a turn. The student with the most pairs of cards
wins.
You may wish to limit the number of new vocabulary words to 10-15 of the most
frequently identified as palabras que no comprendo (words that I do not know) from
Attachment D, Vocabulario de la telefonía celular.
The size of the class may necessitate one group of three students. Students may be
paired randomly, by skill level, ability grouping or interest.
7. Have students complete Attachment E, Categorización de vocabulario.
Day Three
8. Have students practice present and present perfect indicative verb forms using
overhead transparencies you have prepared in advance. Play the A ti te toca game for
10 minutes. This oral practice reinforces listening skills to identify correct verb forms.
See Attachment F, A ti te toca.
Instructional Tips:
 For the A ti te toca game, divide the class into groups of three or four students and
give each group two packs of six index cards each. Write the numbers one through six
on half of the cards in black ink and in red ink on the remaining half. For example,

1 2 3 4 5 6
black numbers
1 2 3 4 5 6
red numbers
On a transparency, draw two columns each numbered from one to six. One list
contains six subject nouns or pronouns and the other six verb infinitives. Students
take turns drawing two cards, one from the red stack and one from the black stack.
The two numbers that they draw correspond to the numbered items in the lists on the
transparency. The red number card corresponds to the column labeled rojo and the
black number corresponds to the column labeled negro. A student who draws a red
one and a black four, for example, must correctly complete the sentence Yo pagar el
plan celular ( I to pay for the cell phone plan). If the student gives the sentence
correctly, Yo pago el plan celular ( I pay for the cell phone plan), he or she receives
five points, the total number of points showing on the two cards drawn. If the
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Cell Phones – Staying Connected
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

sentence is incorrect, the student does not receive any points. Students take turns and
monitor the correctness of their answers, consulting you when unsure.
Exact vocabulary used in this activity will be determined by the cellular telephone
vocabulary identified in Step 5.
One transparency may be used to practice both present indicative and present perfect
indicative verb forms or two different transparencies may be created.
9. Using Attachment G, ¡Navegando la red! (Surfing the Web!), divide the class into
groups of three or four students to search Internet sites for information on cellular
telephone plans in Mexico. Remind students to use scanning techniques in order to
locate specific information requested in this activity.
Instructional Tips:
 You may divide the class into groups of three or four randomly, by skill level, ability
grouping or interest.
 You may wish to ensure that each group has at least one student who indicated that
she or he has a cellular telephone from the Pre-Assessment discussion in order to
assist the group with background knowledge of cellular telephones and plans.
10. Ask student volunteers to share information from Attachment G, ¡Navegando la red!
11. Have students create a questionnaire concerning cellular telephone use by their peers
in Mexico. For example,
 ¿Tienes teléfono celular? (Do you have a cellular telephone?)
 ¿Para qué usas tu teléfono? (For what reasons do you use your telephone?)
 ¿Quién paga tu plan celular? (Who pays for your cellular telephone plan?)
Assist students individually with grammar and appropriate vocabulary. A sample
questionnaire can be developed from the Pre-Assessment questions.
12. Have students e-mail the questionnaires to e-pals at high schools in Mexico.
Instructional Tips:
 You may wish to begin this lesson on a Wednesday, thus allowing the weekend for
student e-pals from Mexico to respond to the survey on cellular telephone use.
 Send the lesson objectives to the Mexican high school contact teacher in advance to
ensure that e-mail questionnaire responses will be returned promptly.
 E-pals in Mexican high schools may be located by contacting national and state
professional language organizations, university outreach programs, city to city
exchange programs, local Mexican-American social clubs and religious
organizations.
 If no e-mail capability from school is available to students, you may e-mail one or
more Mexican students from home, print out the responses and distribute copies to
the class.
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Cell Phones – Staying Connected
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Day Four
13. Divide the class into groups of three or four students. Have groups read and discuss
responses from Mexican students’ questionnaires.
Instructional Tips:
 You may use the groups from the previous day or create new ones.
 It is suggested that each group have at least one e-pal response that indicates that they
have a cellular telephone.
 You should also be prepared to rearrange groups to ensure that each group has
received at least one e-pal response.
 You may wish to have all e-mails sent to one e-mail address in order to monitor the
number and appropriateness of the responses received.
14. Have students share responses orally from e-pals as you fill in a chart using an
overhead transparency of Attachment H, Tabla de respuestas de los adolescentes
mexicanos.
15. Have students practice new cellular telephone vocabulary by selecting a minimum of
10 vocabulary items and creating definitions for each vocabulary item, then
completing sentences using the new vocabulary items or English-Spanish equivalents
of each vocabulary item. Using these definitions, sentence completions or EnglishSpanish pairs, have students create crossword puzzles using crossword puzzle
computer software. Have students print out two copies of their finished crosswords.
One is for evaluation by you; the second copy is completed by another student. For
homework, have students review vocabulary for an assessment on Day Five.
Instructional Tips:
 If crossword puzzle computer software is unavailable through the school district, Web
site search topics such as puzzles, crossword creations and creating crosswords may
yield acceptable sites for students to use in creating crossword puzzles.
 If computer access is unavailable, students can complete Step 15 by creating the
crossword puzzle using graph paper.
 Have students who have not completed their crossword puzzles in class finish them
for homework.
 You may wish to retain the second copy of each crossword puzzle and distribute them
as a review activity on Day Five.
Day Five
Instructional Tip:
Be sure Internet access is available today for student investigation of the availability and
cost of cellular telephones in Mexico.
16. In the small groups from Step 13, Day Four, have students investigate and chart the
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Cell Phones – Staying Connected
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availability and cost of cellular telephones in Mexico via the Internet. Students should
use skimming and scanning techniques in order to focus on the information needed
for this activity. (See Attachment A, Post-Assessment One, Los Servicios de la
telefonía celular en México.)
Instructional Tip:
 You may wish to designate a comprehensive Internet site that contains comparisons
of several cellular telephone service providers and plans for students to use. Web
search topics such as servicio celular, telefonía celular, telecomunicaciones celulares,
planes celulares and comparaciones de planes celulares may yield acceptable sites.
Keep in mind that several U.S. cell phone providers have service plans for Mexico.
17. Have students individually read Attachment B, Post-Assessment Two, El Teléfono
celular cancelado.
18. Have students individually complete Attachment C, Post-Assessment Three, Las
Perspectivas de la telefonía celular.
19. Use scoring guidelines to assess work.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet
the intent of the specified indicator(s) or, if the indicator is already met, to advance
beyond the specified indicator(s).
 Encourage students to go beyond the minimum requirements stated for the notebook
entry in the Pre-Assessment activity and be as creative as they wish.
 Provide a grid for students needing support in interpreting activities to help focus on
only the information needed.
Sí No
Hay teléfonos celulares en México.
Los adolescentes mexicanos tienen teléfonos celulares.
Usan los teléfonos celulares para comunicar con amigos.
Usan los teléfonos celulares para comunicar con padres.
Usan los teléfonos celulares para urgencia.
Usan los teléfonos celulares para ________________.

Address students’ diverse learning needs by modifying Step 6 vocabulary practice to
include visual representations of vocabulary words. Additional vocabulary practice
can be provided through on-line or hard copy flash cards, Spanish to English
matching activities, fill-in-the-blank activities or creating a dictionary of cellular
telephone vocabulary.
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Cell Phones – Staying Connected
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

Provide review and reinforcement of grammatical structures for students struggling
with the correct conjugation of present indicative or present perfect indicative tenses
through activities such as subject-verb matching, sentence completion with the
appropriate verb form and on-line verb tutorials or computer software.
Encourage students demonstrating mastery of the basic skills to investigate and
prepare a rationale containing the need and cost of a cellular telephone plan. This may
be role played with another student and presented to the class.
Extensions:
 Compare and contrast cellular telephone plans and costs for the same service provider
in the United States and Mexico.
 Have students with access to the Internet investigate cellular telephone service
providers and plans in other parts of the Hispanic world.
 Survey students in other Spanish classes as to their use of cellular telephones and
present results.
 Survey students in other Hispanic countries as to their use and need of cellular
telephones and present results.
 Create a bar graph comparing the number of students having cell phones in the class
and the number of Mexican students having a cell phone.
Home Connections:
 Have students share what they have learned about cellular telephone plans and
vocabulary with their parents or guardians.
 Encourage students whose parents or guardians have a cell phone to show them how
to change the language listing from English to Spanish and scroll through the menu,
translating the menu items for them.
 Have students share with their parents or guardians what they have learned about
their Mexican e-pals’ cell phone use.
Materials and Resources:
The inclusion of specific resources in any lesson should not be interpreted as an
endorsement of that particular resource or its contents by the Ohio Department of
Education. Please note that information published on the Internet changes over time and
that links may no longer contain the specific information related to a given lesson.
Therefore, teachers are advised to preview all sites before using them with students.
Note: Some Web sites contain material that is protected by copyright. Teachers should
ensure that any use of material from the Web does not infringe upon the content owner's
copyright.
For the teacher:
access to computers with Internet connection, contact with student
e-pals in Mexican high schools, index cards, markers, scissors,
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Cell Phones – Staying Connected
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For the student:
overhead transparencies
peer e-pals in a Mexican high school, notebook, paper, pen or
pencil
Vocabulary and Structures:
(Exact vocabulary to be determined by student responses to Attachment D.)
Vocabulary
 cargos errantes
roaming charges
 celubeeper
call waiting
 cuota mensual
monthly fee
 derecho de inscripción
enrollment fee
 factura detallada
detailed bill
 larga distancia internacional
international long distance
 llamadas
calls
 minutos gratis
free minutes
 minutos ilimitados
unlimited minutes
 noches y fines de semana
nights and weekends
 oferta
offer
 planes de celulares
cellular telephone plans
 porta voz
voice mail
 precio minuto
price per minute
 promoción
promotion
 tarjeta prepagada
prepaid card
 venta
sale
Structures
 Present tense
 Present perfect tense
Technology Connections:
Students who would like additional practice with cellular telephone vocabulary may use a
cellular telephone, change the language listing from English to Spanish and scroll
through the menu, comparing the menu listing from English to Spanish.
Research Connections:
Curtain, Helena and Carol Ann Bjornstad Pesola. Languages and Children: Making the
Match. 2nd. ed. New York, NY: Longman Publishing Group, 1994.
When children learn to work cooperatively in small groups or in pairs, their
opportunities for language use are multiplied many times over, as are their
opportunities for active participation in concrete and meaningful experiences (p. 317).
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Cell Phones – Staying Connected
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Daniels, Harry and Marilyn Bizar. Methods That Matter: Six Structures for Best Practice
Classrooms. Portland, ME: Stenhouse Publishers, 1998.
Authentic experiences help students develop real-world knowledge and skills and
apply their learning in ways that prepare them for their careers and lives beyond
school.
Haas, Mari. Thematic, Communicative Language Teaching in the K-8 Classroom.
Washington, DC: Center for Applied Linguistics, September, 2000.
Students need opportunities to be active participants in tasks that require them to
negotiate meaning and practice language in communication with their teacher, their
peers and others.
Marzano, Robert, Debra Pickering and Jane Pollock. Classroom Instruction That Works:
Research-Based Strategies for Increasing Student Achievement. Alexandria, VA:
Association for Supervision and Curriculum Development, 2001.
Generating and testing hypotheses engages students in one of the most powerful and
analytic of cognitive operations. It deepens students’ knowledge and understanding.
Any of the following structured tasks can guide students through this process:
 Systems analysis;
 Problem solving;
 Historical investigation;
 Invention;
 Experimental inquiry;
 Decision making.
Van Patten, Bill. From Input to Output: A Teacher’s Guide to Second Language
Acquisition. Boston, MA: The McGraw-Hill Companies, 2003.
In general, people with high degrees of motivation learn more language than those
with less motivation. Research has also shown, however, that motivation can result
from success in the L2; if the learning is enjoyable and learners see the fruits of their
endeavors, they become motivated to learn more (p. 92).
General Tips:
 Many vocabulary words dealing with cellular telephone plans are cognates and
should be readily understandable to students. This may aid with reading
comprehension.
 Teachers wishing to focus only on the present tense indicative verb structure can
gloss the present perfect indicative verbs found in Attachment B, Post-Assessment
Two, El Teléfono celular cancelado.
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Cell Phones – Staying Connected
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
Information from the Internet can be downloaded and provided in print form to
students if a classroom Internet search is not possible.
Attachments:
Attachment A, Post-Assessment One, Los Servicios de la telefonía celular en México
Attachment B, Post-Assessment Two, El Teléfono celular cancelado
Attachment C, Post-Assessment Three, Las Perspectivas de la telefonía celular
Attachment D, Vocabulario de telefonía celular
Attachment E, Categorización de vocabulario
Attachment F, A ti te toca
Attachment G, ¡Navegando la red!
Attachment H, Tabla de respuestas de los adolescentes mexicanos
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Attachment A
Post-Assessment One, Los Servicios de la telefonía celular en México
Nombre ______________________________________ Fecha ______________
Nombre ______________________________________
Nombre ______________________________________
Su familia está mudándose a México. Todos están ocupados. Su responsabilidad es
seleccionar un servicio de la telefonía celular. Usando la red, busquen tres planes de
servicio de la telefonía celular en México y llenen la información apropiada abajo. Se
puede usar tópicos como las telecomunicaciones, planes celulares en México, la telefonía
en México. También muchos de los servicios de las telefonías en los Estados Unidos
tienen planes similares para México.
Compañía
Planes de servicios
Cargos
¿En tu opinión, cuál es el mejor plan para tu familia? ¿Por qué?
________________________________________________________________________
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Attachment A (Continued)
Post Assessment One, Cellular Telephone Services in Mexico
Name ______________________________________ Date ______________
Name ______________________________________
Name ______________________________________
Your family is moving to Mexico. Everyone is busy. Your responsibility is to select a
new cellular telephone plan. Using the Internet, look for three cellular service plans in
Mexico and fill in the appropriate information. You can search using topics such as
telecommunications, cellular telephone plans in Mexico and telephones en México. Many
cellular telephone companies in the United States also have similar plans for Mexico.
Provider
Service Plans
Cost
In your opinion, which plan is the best for your family? Why?
_______________________________________________________________________
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Attachment B
Post-Assessment Two, El Teléfono celular cancelado
Manuel y Alfonso están hablando después de jugar al fútbol.
Manuel: Ay hombre, ¡Mira la hora! ¿Puedo usar tu celular para llamar a mis padres?
Alfonso: ¿Por qué? ¿Dónde está el tuyo?
Manuel: No lo tengo. Es que mis padres han cancelado mi teléfono celular porque tengo
demasiados cargos extras.
Alfonso: ¿Cómo es posible? ¿Qué hiciste?
Manuel: Pues, tengo muchos cargos errantes. Es que he hecho muchas llamadas a mis
amigos cuando estaba de vacaciones.
Alfonso: ¡Qué te pasa! Eso no es una gran cosa.
Manuel: Sí lo es. He usado más que mis minutos gratis y también casi todos tuvieron
cargos errantes pero todas las llamadas contenían muchas cosas importantes para
contarles a mis amigos.
Alfonso: ¡Caramba! ¿Por qué no esperas hasta que llegues a tu área local?
Manuel: No sé. No creía que sería tan costoso.
Alfonso: OK. Sí, puedes usar mi teléfono pero úsalo rápido porque no quiero perder
muchos minutos.
Responde a las siguientes oraciones con cierta o falsa. Corrige las falsas con la
información apropriada.
1. Manuel no tiene teléfono celular porque sus padres no piensan que es importante.
2. Manuel ha perdido su teléfono celular.
3. Manuel ha usado muchos minutos gratis hablando en situaciones de urgencia.
4. Las llamadas de Manuel cuestan más afuera de su área local.
5. Manuel usa el teléfono de Alfonso para hacer una llamada.
El punto principal de esta lectura es:
a) por qué Manuel no tiene su teléfono celular;
b) por qué Alfonso no quiere darle su teléfono celular a Manuel;
c) el costo de la telefonía celular.
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Attachment B (Continued)
Post-Assessment Two, The Canceled Cell Phone
Manuel y Alfonso are talking after soccer practice.
Manuel: Oh man, look at the time! Can I use your cell phone to call my parents?
Alfonso: Why? Where is yours?
Manuel: I don’t have it. My parents canceled my cell phone because I have too many
extra charges.
Alfonso: How is that possible? What did you do?
Manuel: Well, I have a lot of roaming charges. The fact is that I called my friends a lot
when I was on vacation.
Alfonso: So, that’s not a big deal.
Manuel: Yes, it is. I used more than my free minutes and almost all had roaming
charges, but all of the calls were about really important things that I needed to tell
my friends.
Alfonso: Wow! Why didn’t you wait until you were in the local area?
Manuel: I don’t know. I didn’t think it would be so costly.
Alfonso: OK. You can use my phone, but use it quickly because I don’t want to use too
many minutes.
Respond to the following statements using true or false. Correct the false statements with
the appropriate information.
1. Manuel doesn’t have a cell phone because his parents don’t think they are important.
2. Manuel has lost his cell phone.
3. Manuel has used many free minutes talking in emergency situations.
4. Manuel’s calls cost more when he is out of local area.
5. Manuel uses Alfonso’s phone to make his call.
The main point of this reading is:
a) why Manuel doesn’t have his cell phone;
b) why Alfonso doesn’t want Manuel to use his cell phone;
c) the cost of cell phones.
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Attachment C
Post-Assessment Three, Las Perspectivas de la telefonía celular
Nombre __________________________________________
Fecha ______________
Usando la información que recibimos de nuestros e-pals en México y los elementos
siguientes, escribe la oración apropriada escogiendo la palabra correcta de las dos
opciones en letra negra. Recuerda conjugar el verbo principal de la oración.
1.
Ser / muy / no muy / importante / tener teléfonos celulares / para los jóvenes
mexicanos
2.
Muchos / pocos / padres mexicanos / pagar / los planes celulares / para los jóvenes
3.
Muchos / pocos / jóvenes mexicanos / tener / teléfono celular
4.
Muchos / pocos / jóvenes mexicanos / pagar / los planes celulares
5.
Hay / muchos / pocos / planes celulares / en México
6.
Los planes celulares / ser / más / menos / costosos / que en / los Estados Unidos
7.
Para los jóvenes mexicanos / ser / no ser / necesario / comunicarse / con los amigos
17
Cell Phones – Staying Connected
Grade Nine
Attachment C (Continued)
Post-Assessment Three, Perspectives on Cell Phones
Name __________________________________________
Date ______________
Using the information that we received from our e-pals in Mexico and the following
elements, write appropriate sentences choosing the necessary boldface words.
Remember to conjugate the main verb in each sentence.
1.
To be / very / not very / important / to have cell phones / for Mexican teenagers
2.
Many / few / Mexican parents / to pay / cell phone plans / for teenagers
3.
Many / few / Mexican teenagers / to have / cell phone
4.
Many / few / Mexican teenagers / to pay / cell phone plans
5.
There are / many / few / cell phone plans / in Mexico.
6.
Cell phone plans / to be / more / less / costly / than in the United States
7.
For Mexican teenagers / to be / not to be / necessary / to communicate / with friends
18
Cell Phones – Staying Connected
Grade Nine
Attachment D
Vocabulario de la telefonía celular
Nombre___________________________________________ Fecha ______________
Usando el sitio del Internet que te da tu profesora, haz una lista de las palabras que
comprendes y una lista que no comprendes. Para las que no comprendes, adivina lo que
significan en inglés. Busca las definiciones en el diccionario para determinar si tienes
razón o no.
Palabras que
comprendo
Palabras que no
comprendo
Mi predicción
La Definición del
diccionario
19
Cell Phones – Staying Connected
Grade Nine
Attachment D (Continued)
Cellular Telephone Vocabulary
Name___________________________________________ Date ______________
Using the Internet site that your teacher gives you, make a list of the words that you know
and a list of the ones that you do not know. For the words that you do not know, guess the
meaning. Look up the definitions in the dictionary to determine if you are right or not.
Words I know
Words I don’t know
My guess
Dictionary definition
20
Cell Phones – Staying Connected
Grade Nine
Attachment E
Categorización de vocabulario
Nombre___________________________________________ Fecha ______________
1. Escribe todas las palabras nuevas que aprendiste en la sección de abajo.
2. Escribe cada palabra de vocabulario en la columna apropriada.
Aparato telefónico
Servicio telefónico
21
Cell Phones – Staying Connected
Grade Nine
Attachment E (Continued)
Vocabulary Categorization
Name ___________________________________________ Date ______________
Write all the new words that you learned in the section below.
Write each of the vocabulary items in the appropriate column.
Telephone features
Telephone service
22
Cell Phones – Staying Connected
Grade Nine
Attachment F
A ti te toca
Rojo
Negro
1. Yo
1. tener un teléfono celular.
2. Tú
2. querer celubeeper.
3. Mi familia
3. usar minutos gratis.
4. Nosotros
4. pagar el plan celular.
5. Ustedes
5. recibir una factura
detallada.
6. Mis amigos
6. necesitar teléfono
celular en situaciones de
urgencia.
23
Cell Phones – Staying Connected
Grade Nine
Attachment F (Continued)
Your Turn
Red
Black
1. I
1. to have a cell phone.
2. You
2. to want call waiting.
3. My family
3. to use free minutes.
4. We
4. to pay for the cell phone.
5. All of you
5. to receive a detailed bill.
6. My friends
6. to need a cell phone in
emergency situations.
24
Cell Phones – Staying Connected
Grade Nine
Attachment G
¡Navegando la red!
Nombres ________________________________________________________
Fecha ______________
¡En línea!
Tu grupo quiere saber más sobre los teléfonos celulares en México. Preparen una lista de
tres tipos de teléfonos celulares que se puede comprar en México y apunten las
características diferentes de los tres.
Modelo o nombre de
teléfono
precio (estimado)
características
únicas de aparato
características
únicas de plan
¿Por qué les interesa?
Anota los sitios que se usan en esta actividad:
Sitio/URL: __________________________
Sitio/URL: ___________________________
Sitio/URL: __________________________
25
Cell Phones – Staying Connected
Grade Nine
Attachment G (Continued)
Surfing the Web!
Names ________________________________________________________
Date ______________
On Line!
Your group wants to know more about cellular telephones in Mexico. Prepare a list of
three types of cellular telephones that you can buy in Mexico and write the different
characteristics of the three.
Telephone name or model
price (estimated)
unique characteristics of
the telephone
unique characteristics of
the service plan
Why does it interest you?
List the Web sites used for this activity:
Site/URL: ___________________________
Site/URL: ___________________________
Site/URL:
__________________________
26
Cell Phones – Staying Connected
Grade Nine
Attachment H
Tabla de respuestas de los adolescentes mexicanos
Número de estudiantes
Tiene teléfono celular
Tipos de comunicación
con amigos
con padres
para urgencia
otras razones
plan
cargos
quién paga el plan
estudiantes
padres
27
Cell Phones – Staying Connected
Grade Nine
Attachment H (Continued)
Responses from Mexican Adolescents
Number of students
Have a cell phone
Types of communication
with friends
with parents
for emergencies
other reasons
plan
charges
Who pays for the plan?
students
parents
28