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Action reaches : teaching picture book to “Brown bear, brown bear, what do you see? Part 3:
Does the picture book help students to learn sentence patterns more effectively?
How do teachers use the picture book to help the students to acquire intonation and sentence patterns successful?
Background information of 12 subjects: Never learn English Over 2 years Over 3 years Over 4 years Whole English Partial English 小廷 X X X X X X 小柔 X X X X X X 小甄 X X X X X X 小旻 O X X X X O 小玲 O X X X X X 小芸 O X X X O X 小珩 O X X X X O 小德 O X X X X O 小純 O O X X O X 小慈 O O O O X O 小琪 O O O O X X 小涵 O O O X O X
Findings: subject 1 姓名：小廷（ Tina ） Learning background Never learn English before Pre-test not familiar with target sentence and vocabulary Pre-test on sentence patterns S cannot say a complete sentences 。 When T ask "What do you see?" ， S can only say words like elephant ， but S can’t speak a whole sentences 。 Post-test on vocab performance They can’t remember new words by using Chinese into a sentence such as : “ I see a yellow 太陽。” Post-test on sentence patterns
Become more familiar with the sentence patter
She can speak a longer sentence such as I see XX looking at me
Result: 1. It is helpful for students to memorize the sentence patterns by teaching picture books with repeating sentences. 2. Students’ intonation will be well-improved after teaching picture books by clear instruction.