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Cell Phone Novels

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  • Writing in an informal style

  • Being Concise

  • Suggesting

 

Procedure

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1.

In pairs/small groups, have learners answer the following questions-

  • Do you read novels? Why/Why not?

  • Have you ever heard of a cell phone novel? What is it?

  • Have you ever read a cell phone novel?

 

2.

Board the following questions –

  • What is a cell phone novel?

  • Where does the idea come from?

  • When was the first cell phone novel published?

  • How long is a chapter?
     

Elicit from learners where would be a good starting point for finding this information. Have learners use their own devices to go to the ‘Cell phone novel’ Wikipedia page https://en.wikipedia.org/wiki/Cell_phone_novel to find the answers (a novel written on a cell phone using text messages / Japan / 2003 / 70-100 words)

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4.

Project the following text for learners to read. Answer questions relating to vocabulary.  "♪Ring♪, The ring echoes through the room. There’s no name on the caller id. It’s from a number that’s not in my phone. I wonder who it is… I pick up to find out. “Hello…?” “…” … silence. “Hellooo…” I say it with a little more self-assurance. Click. Beep, beep, beep. They hung up. Prank call? Probably a wrong number. ♪Ring♪ Again, the ring echoes through the room. The same number as before. They’re not going to say anything anyway, I think. So, I answer..." (Extract from 'Sky of Love" by Mika). Ask learners-

  • How long are the sentences? (maximum of 9 words)

  • Is the language formal or informal? Why? (Informal due to use of phrasal verbs, simple sentence structure, common words, etc)

  • What could happen next? (Learners own ideas)

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5.

In pairs or small groups, learners write the next chapter (Chapter 2) collaboratively using their cell phone text messaging service or messenger. Monitor and make sure learners write in a concise way. When finished, they send their chapters to the other groups and the teacher.

 

6.

Groups give suggestions to each other as to what could happen next. The teacher can board any incorrect sentences and elicit corrections from the group.

 

7.

Keeping in mind the suggestions, the pairs or small groups write Chapter 3. Once agin, when finished, they send their chapters to the other groups and the teacher.

 

8.

After reading all the stories, the learners should say which is best and justify why. Any incorrect sentences can then be addressed.

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