Reading the text, students explore the relationship young Japanese people have with their mobile phones. Activities include: research etiquette in Japan, compare how people use mobile phones, conduct class survey and so on. Students study the interviewees' opinions about usage, handy functions, and drawbacks of mobile phones. Then give their own opinions. Through studying this interview, students are encouraged to think and discuss about etiquette, and safety issues of using mobile phones as their prime concern.

What to prepare

“What We Have Gained, What We Have Lost”
(Word format) / (PDF format)

Procedure

1. In pairs, students answer the following questions in English.
   1. When did you start using mobile phone?
   2. How much do you spend on mobile phone?
   3. Who pays your mobile phone bill?
2. Distribute "What We Have Gained, What We Have Lost. Compare your answer with the answers of Izuho, Akane and Lisa.
   1. Who started using it earliest?
   2. Who spends most?
3. Brain storming/discussion in English.
   1. Do you carry your mobile phone all the time?
   2. What function do you use most?
   3. What is the drawback of mobile phone?
   4. What would you do if you can't use mobile phones?
4. Divide the class into three groups. Each group reads one section.
   Report their findings to the class in English.
   Students could read the whole interview individually or in pairs.
5. Students answer the following questions and participate in discussion, survey or research, which follow the questions.
   • Question 1
     1-a: Complete each sentence with the most appropriate name of the student.
     ＿＿＿＿＿＿は　ときどき、がっこうに　ケータイを　もっていきます。
     ＿＿＿＿＿＿は　ほうかごまで　ケータイを　つかいません。
     ＿＿＿＿＿＿は　ケータイを　おふろに　もってはいります。
     
     
   • 1-b: Discussion
     ・Do you know anyone who takes their mobile phone when they take a bath?
     ・What do you think about taking your mobile phone to the bath?
   • Question 2
     2-a: Complete the table with the functions, in Japanese and in English, mentioned by Izuho, Akane and Lisa.

     	Student's name	Japanese	English
     eg	いずほ	メール	Email/SMS
     1
     2
     3
     4
     5

   • 2-b: Survey
     Which function of your mobile phone do you use? Make a bar graph of the result.
   • 2-c: Compare the functions you use and the functions Japanese students use. Do you see any difference? If so, think of reasons for the difference.
   • Question 3
   • 3-a: Izuho, Akane and Lisa are expressing their concern about mobile phone use.
     Fill in the blanks with the most appropriate word or phrase from the list.
   • 3-b: Draw lines to connect each student and his/her opinion.

     (    ) to upload your photos to Personal profile site, and arrange to (    ).			Even when having meals with others, some people (    ) their mobile phone. That is bad.			On the train, some people got so much into (    ) on their mobile phone, they (    ).			Some people talk (    ) on their mobile phone and they don't turn off (    ).
     Akane				Izuho				Lisa
     (1) don't think about other people    (2) constantly play with     (3) It's dangerous    (4) loudly (5) meet someone who you met on blog sites     (6) at churches, libraries and concerts (7) texting, emailing and playing games

     Note:
     With mobile phones, メール refers to both emails and SMS (short message service, also known as texting). Emails are more popular as SMS has restriction such as length of messages, attachments, and use between different phone companies.
   • 3-c: Discussion
     ・Have you seen people described above? What did you think when you saw these people?
     ・What are the other drawbacks of using mobile phones?
   • 3-d: Research
     Manners and etiquette of using mobile phones in public areas such as on trains.
     Compare the rules and etiquette in Japan and in your country.
     Discuss the differences and their reasons.
   • Question 4
   • 4-a: What would you do if you don't have mobile phones?
     What do Izuho, Akane and Lisa say? Answer in English.
     Izuho says:____________________________________
     Akane says:____________________________________
     Lisa says:_____________________________________
     
   • 4-b: Share your thoughts with the class.
   • Question 5
   • 5-a: Make a list of the Katakana words you find in the interview.
     Write the meaning in English too. Then, highlight the abbriviated Katakana words.
   • 5-b: Add other abbriviated Katakana words you know in your list.
     Discuss with class