Appendix E: Cameron (2001) Knowing About a Word
Type of knowledge What is involved example
receptive knowledge:
aural/decoding
to understand it when it is spoken/written
memory to recall it when needed
Conceptual knowledge to use it with the correct meaning
to hear and produce the endings of verb forms, such as the /n/ sound at the end of parts of the same verb
collocational knowledge to know which other words can be used with it
a beautiful view not * a good-looking view
orthographic knowledge to spell it correctly Protractor not * protracter
pragmatic knowledge,
is more appropriate in a formal or semi-formal situation than what can I get you?
connotational knowledge
to know its positive and negative associations, to know its associations with related words
to know that slim has positive connotations, when used about a person,
whereas skinny is negative
metalinguistic knowledge
to know explicitly about the word, e.g. its
grammatical properties
to know that protractor is a noun; to know that pro is a prefix
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Appendix F: Lesson Plan (Control Group)
Subject English Date December 1st, 8th, 15th, 2009
Story I can Time 120 minutes (3 periods)
Students Fourth graders Designer Sherry Tsai Teaching
aids
flashcards, picture books,
worksheets Instructor Sherry Tsai
Students background
1. Students have learned English in school for three years.
2. Students have learned 26 letter names and letter sounds.
3. Students are not good at recognizing and spelling words.
4. Students are low achievers in class.
5. Students have low motivation in learning English.
Teaching focus
Vocabulary
Animals: dog, bird, cat
Action: jump, swim, talk, run, fly Sentence pattern
A dog can run. And I can run, too.
Teaching Objectives
1. Students are able to comprehend the story.
2. Students are able to read the story aloud.
3. Students are able to recognize the target words in the story when the words are spoken and written.
Teaching procedures First Period
Warm-up
1. The teacher shows the cover of the picture book.
2. The teacher asks students what they see from the cover.
3. The teacher asks students to imagine what the story is about.
Presentation
1. The teacher tells the story by showing pictures and words page by page.
2. The teacher points to pictures and words when telling the story.
3. After telling the story, the teacher asks students the words they see and hear in the story.
4. The teacher tells the story again and invites students to read with her.
Practice/Production
1. The teacher shows the pictures of the story on the blackboard and asks students to put the pictures in order when reading the story.
2. The teacher divides students into two groups and students take turns to read the story. Group A: A kangaroo can jump. Group B: And I can jump, too.
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All students read the story together.
Second Period Warm-up
1. The teacher asks questions for students to recall what they have learned in the story.
2. The teacher shows students picture books and asks them to read the story together.
Presentation
1. The teacher asks students if they remember any word in the story and then shows the flashcards of the target words.
2. The teacher teaches students how to decode and pronounce the word.
3. The teacher introduces the sentence pattern and substitutes the word to practice the sentence pattern.
Practice/Production
1. The teacher shows students flashcards and asks them to say the word.
2. Hitting game
The teacher puts the flashcards on the blackboard. When she says the word, students have to hit it.
3.Guessing
The teacher acts out the word and students have to guess what it is.
4. The teacher divides students into two groups and puts the sentence pattern on the blackboard. When she shows the word, students have to say the sentence as soon as possible.
Wrap-up
The teacher reviews the words and sentence patterns.
Third Period Warm-up
The teacher reviews the words by showing students flashcards and asks them to say the words.
Practice/Production 1. Bingo
The teacher gives students a piece of paper and asks them to write down nine target words. Then, the teacher asks students questions about the story. The student who answers correctly can name one word. The student who gets three lines first will be the winner.
2. The teacher gives students worksheets and guides them to write.
Wrap-up
Students have to complete the worksheet after class.
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Appendix G: Lesson Plan (Experimental Group)
Subject English Date December 4st, 11th, 18th, 2009
Story I can Time 120 minutes (3 periods)
Students Fourth graders Designer Sherry Tsai Teaching
1. Students have learned English in school for three years.
2. Students have learned 26 letter names and letter sounds.
3. Students are not good at recognizing and spelling words.
4. Students are low achievers in class.
5. Students have low motivation in learning English.
Teaching focus
Vocabulary
Animals: dog, bird, cat
Action: jump, swim, talk, run, fly Sentence pattern
A dog can run. And I can run, too.
Teaching Objectives
1. Students are able to comprehend the story.
2. Students are able to read the story aloud.
3. Students are able to recognize the target words in the story when the words are spoken and written.
Teaching procedures First Period
Warm-up
1. The teacher shows the title of the electronic storybook.
2. The teacher asks students what they see in the cover page.
3. The teacher asks students to guess what the story is about.
Presentation
1. The teacher plays the story and the book character reads the story automatically.
2. Students can hear the pronunciation of the words and see the animations.
3. After students watch the story, the teacher asks students the words they see and hear in the story.
4. Teacher replays the story and pauses to ask students what they hear on each page.
Practice/Production
1. The teacher plays the story and clicks the sound button. Then, she asks students to follow the system to read.
2. The teacher divides students into two groups and students take turns to read the story. Group A: A kangaroo can jump. Group B: And I can jump, too.
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All students read the story together.
Second Period Warm-up
1. The teacher asks questions for students to recall what they have learned in the story.
2. The teacher plays the story and asks students to read the story together.
Presentation
1. The teacher asks students if they remember any word in the story and then shows the flashcards of the target words.
2. The teacher teaches students how to decode and pronounce the word.
3. The teacher introduces the sentence pattern and substitutes the word to practice the sentence pattern.
Practice/Production
1. The teacher shows students flashcards and asks them to say the word.
2. Hitting game
The teacher puts the flashcards on the blackboard. When she says the word, students have to hit it.
3.Guessing
The teacher acts out the word and students have to guess what it is.
4. The teacher divides students into two groups and puts the sentence pattern on the blackboard. When she shows the word, students have to say the sentence as soon as possible.
Wrap-up
The teacher reviews the words and sentence patterns.
Third Period Warm-up
The teacher reviews the words by showing students flashcards and asks them to say the words.
Practice/Production 1.Bingo
The teacher gives students a piece of paper and asks them to write down nine target words. Then, the teacher asks students questions about the story. The student who answers correctly can name one word. The student who gets three lines first will be the winner.
2. The teacher gives students worksheets and guides them to write.
Wrap-up
Students have to complete the worksheet after class.
‧ 國
立 政 治 大 學
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N a tio na
l C h engchi U ni ve rs it y
Appendix H: Worksheet
I can…
Class 班級 Number 座號 Name 姓名