Introduction
Hong Kong students are becoming less interested in reading English story books as there are more and more advanced technological products such as the Internet and electric devices diverting students’ attention from the invaluable cultural assets. There are also students who think that story books are useless as they cannot boost their grades.
Therefore, I would like to propose a few activities the Hong Kong Bookshop could hold, so that both secondary learners’ priority for English story books and the Bookshop’s sales volume will be increased.
Storytelling by a famous storyteller
Mr. Siu Wai Yee, a renowned storyteller, could be invited to visit 50 schools to tell stories. By his specialized storytelling skills, students would certainly be amazed and start getting interested in reading English story books. Not only can the students be benefitted through reading stories, but they can also have their horizons broadened by the world-class storyteller’s oral techniques.
The activities would also bring popularity to the Bookshop as Mr. Siu Wai Yee could promote the English story books from the Bookshop after telling the stories.
English story book fair
Book stalls could be set up at the 50 schools to sell discounted English story books. This not only provides students with a convenient source of reasonably-priced English story books, but it can also encourage them to read English story books by price incentive. After being impressed by Mr. Siu Wai Yee’s stunning performance, some students may hope to buy some story books to read. In this case, a book stall would surely bring in a large amount of profits.
Two sales representatives could be sent to each school to set up and run the book stall with the school’s permission beforehand. The schools must be more than willing to welcome a book stall constructed at their schools creating an atmosphere of reading.
Talks about benefits of English story books
A talk could be given in each school by reading experts about the advantages of reading English story books like the enrichment of language via imagery, metaphor and symbolization. Students who disprove the importance of story books may be convinced that English story books are the essence of people’s life, and they may also wish to browse English story books out of curiosity after the talk.
The customer group of the Hong Kong Bookshop will be enlarged through such kind of talks in secondary schools as the students’ minds can be easily moulded. The talks will initiate the habits of reading English story books and thus increase the sales of books of the Hong Kong Bookshop.
Conclusion
Secondary school students can develop their interests in reading English story books and the sales of the Hong Kong Bookshop can be increased through the proposed story telling sessions, book fairs and talks.