Introduction Presenter

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E07 English story writing
Facilitator Ms. KWOK Wing-ki, Judy
Senior School Development Officer Speakers
Ms. YUEN Sai Ping Ms. HO
Wing Sze Dr. Catherine
F. Woo Memorial School (P.M.)
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Story Writing TSA 2006 (P.3)
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Story Writing TSA 2006 (P.6)
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Percentage of students who scored 0 in story
writing (2006 TSA)
P.3 P.6
Content 5.4 9.4
Language 7.7 9.7
Ending 31.1 No data
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Problems encountered

• Writing as stand-alone practice
• Lack of ideas and experiences
• Lack of expression/language items
• Lack of vocabulary to express ideas

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School based Curriculum Planning

• Input
• (Textbook/
• Readers)

Output (Writing tasks)
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Rationale behind curriculum planning

• Story telling in class to enrich students
  learning
• Teach students explicitly what to expect from a
  story (characters, setting, problems and
  solutions)
• Make story writing as an integral outcome of some
  modules
• Design appropriate writing tasks with familiar
  context, a chance for students to recycle
  previous knowledge and newly learnt knowledge
  from the textbook
• Teach story writing in class (3-4 lessons),
  teachers as facilitators

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Story Telling in Class

• Choose story of similar context and suitable for
  story telling (not too many difficult words)
• Vocabulary enrichment for high ability class
• Interesting story to stimulate students
  imaginative ideas

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Similar context as the module in the textbook
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Context that encourages the use of the newly
learnt vocabulary and sentence pattern
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Practice target language
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Reflections on curriculum planning

• Expression of ideas should be more important than
  language practice
• Flexible use of the textbook
• Less able class may need more than 4 lessons at
  the beginning

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P.3 example (High ability)

• Teaching procedures
• Story telling
• Introduce the writing task
• Brainstorm ideas
• Mind Map (whole class individual)
• Write in class (with teacher support)
• Students share their work in class

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Graded Worksheets
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P.4 Story WritingTeaching procedures

• Brainstorm ideas
• Shared Write (writing model)
• Shared Read
• 4. Individual Writing

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• This morning John woke up late. He did not
  have breakfast. He did not wash his face and
  brush his teeth. He was in a rush. He put his
  toothbrush and toothpaste in the school bag and
  ran to school.
• John arrived at school. He was in the toilet.
  He brushed his teeth with a toothbrush and
  toothpaste. There were a lot of bubbles in his
  mouth. He wanted to clean his mouth. He turned on
  the tap. There was no water!
• (Class
  Model)

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Student Work
This morning, John woke up late. He did not
brush his teeth. He did not ate breakfast. But
he did put on his uniform quickly. He ran to bus
station wait the bus. The bus was came. John
went to bus. He came to school. One tooth brush
and toothpaste in the school bag. He in the
school toilet. He took the tooth brush and
toothpaste. He brushed his teeth. There were a
lot of bubbles in his mouth. He wanted to clean
his mouth. He turned on the tap. Oh no, there
was no water. He put the cup ran to the gril
toilet. he put the uater in his cup. He ran to
the boy toilet. He wash his mouth. So, he can
quickly ran to his classroom.

( P.4 student)
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Cater for different abilities

1. Teaching strategy
2. Vocabulary
3. Graded worksheets

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• Graded Worksheets

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Evaluation of our teaching on story writing

• Observation
• Students work
• Internal tests/examinations
• Territory-wide System Assessment (TSA)

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Exam Work
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Conclusion

• Curriculum planning
• flexible use of the textbook and
• more story reading/telling in class
• Integrated Approach
• writing a natural extension of reading (design
  appropriate writing tasks)
• writing as a means to recycle prior knowledge
  and newly learnt knowledge

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Thank you!