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Easy stories,easy learning

Using self-developed stories to enchance

childrens listening and speaking skills

PeaceEvangelical CentreKindergartenMs Cherry CHOI

Ms Ruby MAN

Ms IrisYIP

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Backgroundoftheschool

Joinedtheprojectin2009/10

3projectteachers

2levels:K2&K3

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Attheendofthe1stprojectyear

TriedconductingSharedReadingandSongs,

RhymesandGamessuccessfully.

Teachersdecidedtorevisetheschoolplanfor

Englishlanguageexposureattheendofthefirst

projectyear.

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WhyadoptingStorytelling?

ItallowschildrenofdifferentabilitiestohavemanyopportunitiestolistentoandspeakinEnglishinmeaningfulcontexts.

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Whyself-developedstories?

Thestoriescanmatchthethemesoftheschool

curriculum.

Thestorieswillbeappropriatetothe

developmentalneeds

ofthechildren.

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Whyself-developedstories?

Thevocabularyitemsorsentencepatternsthat

thechildrenhadlearnedpreviouslycanbe

embeddedinthestorieswhenappropriate.

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Differentstagesincreatingsimple

storiesforexposingchildrentoEnglish

TryingoutsimplestorytellingactivitiesinOct

CreatinganewendingforexistingstoriesinOct&Nov

Creatingself-developedstoriesandpropsinNov&Dec

DevelopingaunitwithStorytellingasthemainteachingstrategyfrom

DectoFeb

Creatingnewstorieswithinteractive

elementsforchildrentoparticipatewithfamiliarwordsfromMartoJun

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Tryoutsofstorieswithanewending

TeacherscreatedanewendingforthestoryUndertheSea. Childrencouldhelpsolvetheprobleminthenewending.

UndertheSea

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Tryoutsofself-developedstories

TeachersdevelopedKamishibaifortheself-developedstoryMessyGrandma.

MessyGrandma

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VideoobservationVideoclip#1:

TheCaterpillarandtheWorm(anadaptedstorywithinteractiveelementsforchildrentolistentoandsaysomelearnedtargetlanguage

featuresinameaningfulcontext)Videoclips#2:TheBigUmbrella(aself-developedstory

togetherwiththecontentofthephonicstextbookforchildrentolearnthesoundofletterU)

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ChildrensSuccessfulOutcomes

Theyenjoyedstorytellingactivities:

theywerelongedforstorytellingactivities.

theyaskedteacherstoretellsomestorieseventhoughtheyheardthemformorethan3times.

theylikedtheafter-storytellingactivities,suchascraftmaking

orroleplayingthestory.

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ChildrensSuccessfulOutcomes

Game:

Roleplay:

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ChildrensSuccessfulOutcomes

Theyshowedgreaterenjoymentinlearningletter

sounds: Theyweremotivatedtosaythetargetlettersounds

astheyparticipatedintellingthestory.

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ChildrensSuccessfulOutcomes

Thesimplestoriesdevelopedbytheteachers

couldhelpchildrenrememberthelettersounds. Theylikedthe

storiesinthe

EnglishLetterStorySet.

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Childrenssuccessfuloutcomes

Parentshadpositivefeedback,theyobserved:

childrenwereinterestedinlisteningtoEnglishstories.

childrensometimeswouldtelltheirparentsthefunnystoriestheylearnedfromschool(e.g.Bark,GeorgeandUglyMummy).

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Teachers ReflectionandLearning

Teachersfoundthatthey

gainedbetterknowledgeofthelearning

objectivesofEnglishlanguageeducationatthe

pre-primarylevel.

gainedownershipoftheself-developedstories.

enjoyedtheprocessofdevelopingstoriesand

makingprops.

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Teachers ReflectionandLearning

Teachersfoundthatthey

enjoyedtellingEnglishstoriestochildren.

becamemoreconfidentofconductingEnglishactivities.

becamemoreconfidentofconductingparentseminarandworkshopsonhowtoexposechildrentoEnglishathome.

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Teachers ReflectionandLearning

Theimportanceoftheprincipalssupport: Theprincipalallowedtimeforteachersto:

havepeerobservation.

co-plantogethertocreateself-developedstories. co-teachwitheachothertobuildconfidence.

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Teachers ReflectionandLearning

Theimportanceoftheparents support:

parents helpinmakingpropsandmaterialsforstorytellingactivitiesandextendedactivities.

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TeachersrevisedtheschoolplanforEnglish

languageexposureattheendoftheschoolyear. Teacherscontinuedcreateself-developedstoriesto

arousechildrensinterestinEnglishlanguage

learning.

Projectteacherspassedtheirknowledgeandthe

learnedteachingstrategiestonon-projectteachers.

TheWayForwardin2012