Practicum Portfolio

Paññāsāstra University of Cambodia Sila Samādhi Paññā

Commitment to Excellence

FACULTY OF EDUCATION Form Personality Enrich Knowledge Develop Skills

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PRACTICUM PORTFOLIO

A Senior Report Presented to

The Faculty of Education Paññāsāstra University of Cambodia

By

MEY SOPHEAKDEI

In Partial Fulfillment of the Requirements for The Degree of Bachelor of Arts in Education,

Majoring in Teaching English to Speakers of Other Languages

April 2014

i

APPROVAL SHEET

This Senior Report hereto entitled:

“PRACTICUM PORTFOLIO”

Prepared and submitted by MEY SOPHEAKDEI in partial fulfillment of the

requirements for the Degree of Bachelor of Arts in Education, Majoring in Teaching

English to Speakers of Other Languages, has been examined and accepted by the

assessment committee

….……………………………..

SOM MONY

Supervisor

……………………………….

SOK UTTARA, PH.D. Chair

Accepted in partial fulfillment of the requirements for the Degree of Bachelor of Arts

in Education, Majoring in Teaching English to Speakers of Other Languages

……………………………….

SOK UTTARA, PH.D. Dean,

Faculty of Education

ii

Standardized Assessment Criteria for the BA Practicum Students

Student name: MEY SOPHEAKDEI ID: 35264 Sex: Male

Degree Pursuing: BA in TESOL Project Title: Practicum

Starting Date: February 26, 2014 Finishing Date: May 15, 2014

Standardized Assessment Criteria for the BA Practicum Students

No

. Assessment Criteria

Full

Points

Your

Points

AEM

1 Practicum Orientation & Writing Report on Practicum

Orientation & Practicum Portfolio Orientation

10

Points

2 Practicum Observations

2.1. Practicum Observations

2.2. Writing Observation Report

20

Points

3 Teaching Practice

3.1. Lesson Plans and Preparations

3.2. Supporting Teaching Materials

3.3. Evaluation Records by Homeroom Teacher,

Supervisor and Peer

50

Points

4 Practicum Portfolio

Your Practicum Portfolio includes the following:

(i) Cover Page (A standardized format); (ii) Approval

Sheet, (iii) Standardized Assessment Criteria (this form)

(iv)Acknowledgements; (v)Table of Contents, (vi)

Statement of Teaching and Learning Philosophy; (vii)

Statement of Teaching Responsibilities; (viii) Practicum

Course Syllabus; (ix) Practicum Report which includes:

1. Executive Summary

2. Report on Practicum Orientation(s)

3. Report on Classroom Observation

4. Completed Classroom Observations

5. Report on Teaching Practice

5.1. Introduction

5.2. The Practicum Objectives

5.3. Self-reflection

5.4. Lesson Plan and Supporting Materials

5.5. Evaluation Records by Homeroom Teacher, or

Supervisor

(x) Conclusion

(xi) Future Teaching Career Goals

(xii) Reference

(xiii) Appendix: Personal Information & CV

20

Points

TOTAL 100

This Practicum Portfolio is officially graded by

Date: _______________________ Signature: _____________________________

Name: _______________________________

Title: _______________________________

Faculty of Education

iii

Acknowledgement

I would like to express my sincerest appreciation to all those people who have assisted

me, educated me and helped guiding me in writing this senor report (Practicum

Portfolio) from the beginning to the end.

First and foremost, I would like to profoundly thank my family; especially my parents

who have given me birth and care, and brought me up in a good environment.

Furthermore, I would like to profoundly thank my American mother, Dorothy Gist

and American sister, Karen who tried hard to sponsor me to further my education.

Secondly, I would like to express my profound thank to Prof. KAO SOPHAL,

assistant Dean of Faculty of Education for lots of effective helps in guiding me to

conduct this practicum within practicum orientations. Without his helps, I wouldn’t be

able to have any ideas on how to observe homeroom teachers, conduct practice real

teaching and especially write final report.

Thirdly, I would like to thank Prof. SOM MONY, supervisor for helping me and

guiding me in writing this portfolio. He is approachable for me. I got a lot of help

from him during writing practicum portfolio.

Fourthly, my thanks has to go to Mr. LUN PEOU , English instructor at PUC, West

Campus, for giving me a cordial cooperation so that I could have chance to observe

and conduct my teaching practice in his class. During my teaching and my observing,

I could figure out what I am good and bad at in the real class due to his advice,

recommendation and suggestion.

Finally, I would like to thank the homeroom students for getting involved and

challenging with my teaching in the real class. They were very friendly and

considered me like their own teacher. I hope this teaching would help me get more

experiences and techniques in my teaching career.

iv

Table of Contents

APPROVAL SHEET ...................................................................................................... i

Standardized Assessment Criteria for the BA Practicum Students ............................... ii

Acknowledgement ....................................................................................................... iii

Table of Contents .......................................................................................................... iv

Statement of Teaching and Learning Philosophy .......................................................... v

Statement of Teaching Responsibilities ........................................................................ vi

Practicum Course Syllabus .......................................................................................... vii

PRACTICUM REPORT ................................................................................................ 3

1. Executive Summary ............................................................................................ 3

2. Report on Practicum Orientation(s) .................................................................... 4

3. Report on Classroom Observation ..................................................................... 7

3.1. The Lesson Preparation ............................................................................... 7

3.2. The Homeroom Teacher .............................................................................. 8

3.3. The Students ................................................................................................ 9

3.4. The Teaching and Learning ......................................................................... 9

3.5. Teaching Materials .................................................................................... 10

3.6. Classroom Management ............................................................................ 10

3.7. The Student Learning Assessment ............................................................ 10

4. Completed Classroom Observations ................................................................. 12

5. Report on Teaching Practice ............................................................................. 24

5.1. Introduction ............................................................................................... 24

5.2. The Practicum Objectives .......................................................................... 24

5.3. Self-reflection ............................................................................................ 26

5.3.1. The Lesson Preparation.......................................................................... 27

5.3.2. The Teacher ........................................................................................... 27

5.3.3. The Students........................................................................................... 28

5.3.4. The Teaching And Learning .................................................................. 29

5.3.5. Teaching Materials................................................................................. 29

5.3.6. Classroom Management......................................................................... 30

5.3.7. The Student Learning Assessment ......................................................... 30

5.4. Lesson Plans and Supporting Materials ..................................................... 32

5.5. Teaching Materials .................................................................................... 57

5.6. Evaluation Records by Homeroom Teacher, or Supervisor ...................... 63

Conclusion ................................................................................................................... 64

Future Teaching Career Goals ..................................................................................... 66

Reference ..................................................................................................................... 68

Appendix A: Personal Information .............................................................................. 69

v

Statement of Teaching and Learning Philosophy

Teaching and Learning are an interacted activity in the specific place such as

classroom and I have my own philosophy on teaching and learning which I have also

taught for years, so what do I teach and why do I teach? When I think of teaching it

makes me feel enthusiastic in term of helping young generation to get more

knowledge and skills. Throughout this portfolio, I will outline the foundations of my

professional practice. I will state my own personal values, believe, and explain how

these affect my teaching.

Actually, I believe that each person has the right to self-development and realization

of their own potential, so they should receive a suitable education to enrich their

potential in critical thinking and professional field with the perfect program and

curriculum were set by school.

I believe that the profession in teaching is one aspect of my life that allows me to

reach my own intellectual and spiritual potential. Therefore I will continue to reflect

upon and celebrate my own achievements. In this teaching practice, I believe that I

will be able to learn more teaching styles from my homeroom teacher which it will

help me to enlarge my professional teaching in the future.

I believe that using student centered approach is very crucial because students will

have chance to practice the language and express their ideas on language teaching and

learning. Moreover, being a language teacher, I have to use integrated language skills

in my teaching because it will help students to learn and practice in the balanced

quality.

Moreover, I would state that teachers impart more by way of example than precept,

and that students are very perceptive in recognizing when a teacher does not practice

what he or she says. Therefore, there are several values that I try to teach students,

both by my words and my actions. Included among these are the following: the

importance of organization, preparation, and homework; respect for other people and

their views; the value of clear and effective communication in both written and oral

form; the importance of fair process; and the centrality of equality.

In addition, there are a number of things I try to accomplish for my students such as a

positive atmosphere that students are called upon to discuss questions, but mistakes

are treated as opportunities to explore misconceptions, not as a reflection of a

student's abilities and respect. Students work hard, earn their grades, and are entitled

to their opinions. My task is to facilitate their learning process.

vi

Statement of Teaching Responsibilities

Teaching is very important factor in education which teachers have to do and teachers

really have teaching responsibilities which help teacher teaching effectively and

successfully. When the teacher knows his or her own teaching responsibilities he or

she will know what he or she should do before, during and after teaching. Those

teaching responsibilities include before, during and after teaching.

Before the teacher teaches the lesson to students he or she has to know that what he or

she has to do. Actually, he or she has to prepare the lessons and teaching materials

according to the lesson before he or she is going to teach. Preparing lesson is very

important for teacher to teach effectively and successfully and the teacher will be able

to prepare lesson and practice activities well to match the lesson aims and objectives.

Teacher will be able to add extra practice activities meet the lesson’s objectives.

Moreover, after preparing the lesson well the teacher will be able to deliver the lesson

according to what he or she has prepared. Teacher has to use good manner and

various language skills during his or her teaching. To have good environment to learn

the language well, the teacher has to facilitate the students to learn well and help

students learn the language of the discipline. Only delivering the lessons to students in

class is not enough, the teacher has to help the weak students to learn effectively.

Teacher has to encourage students to learn by providing extra work. Learning only in

class is not enough because there is only one hour or one hour and a half. Extra work

will help students to learn faster. Teacher must bring other teaching materials or

teaching aids to class in order to help students to learn more effectively and

successfully.

After teaching, the teacher has to reflect their weaknesses and strengths to make

improvement of teaching skills. Self-reflection will help teacher to know his or her

good point and need improve points. Professional development is very important for

teacher because teacher is the sources of students if teacher never learns or studies he

will be good for nothing. There are a lot of new knowledge and modern technology

that the teacher need to learn.

vii

Practicum Course Syllabus

Course Description

This Practicum in TESOL is designed for TESOL students who have successfully

completed all the in-classroom required courses to gain primary experience in real

teaching through the application of the teaching and learning theories and skills

learned in the classroom. This course consists of four phrases: Practicum Orientation,

Classroom Observation, Real Teaching Practice and Practicum Portfolio. The students

have to attend a practicum orientation session which provides an overview of the

practicum, conduct classroom observations of homeroom teachers and their peers,

teach actual classes, and make a practicum portfolio. The details of this course are

provided in the Practicum Guide manual written by Faculty of Education (Fed)

(Practicum Handbook (2012), p. 1&3)

.Course Learning Outcome

After completing the practicum course, the student teachers will be able to:

identify strengths and weaknesses of the lessons taught by the homeroom

teachers during classroom observations

develop weekly and monthly teaching plans, an English course syllabus, and

lesson plans

apply theories, teaching strategies, techniques, methods and approaches they

have learned to their teaching practice

assess individual student’s learning performance using various assessment

techniques

apply different strategies to motivate their students to learn English

analyze and differentiate between a good and poor lesson plan

evaluate peer’s lessons

give constructive feedback to their peers whom they observe during the

practicum

use comments and feedback given by their homeroom teacher and peers to

improve future lesson plans and teaching

write self-reflection notes after teaching

collect some relevant data from teaching practice for a practicum report

discuss and analyze data collected from teaching practice

write a basic critical report on their teaching practice

create a practicum portfolio

viii

Couse Outline

No Topic Date Outputs Other

1

Practicum

Orientation

February

26, 2014

- Practicum course description

(p.1)

- Aim and Objectives of

practicum (p. 3)

- ways of giving feedback

(p.5&6)

- Responsibility of homeroom

teacher, student teacher

(p.7&8)

- classroom observation (p. 10-

24)

- Lesson plans (p. 25-52)

- Conducted by Professor Kao

Sophal,

- Room: Srok Kulen,

- Time: 3:00-5:00 PM

2

Classroom

Observation

March 6,

2014

- Comparison with Adjectives

(PPPL-structure)

- Homeroom teacher: LUN

PEOU

- School: West Campus, PUC

- Room: Kuma Reachea

- Book: Interchange I

- Time: 3:30-5:00 PM

- Student: 25

March 7,

2014

- Reading Text

(RSL)


PEOU




- Time: 3:30-5:00 PM

- Student: 25

March

10, 2014

Vocabulary on Entertainment –

music, movies, and TV

programs (PPPL-vocabulary)


PEOU




- Time: 3:30-5:00 PM

- Student: 25

March

11, 2014

Present Simple with Yes/No

Question (PPPL-Structure)


PEOU




ix

- Time: 3:30-5:00 PM

- Student: 25

March

14, 2014

- Questions with Would like,

- Would………like………?

(PPPL-structure)


PEOU




- Time: 3:30-5:00 PM

- Student: 25

3

Teaching

Practicum

March

17, 2014

“Family Vocabulary” cousin,

father, grandmother, niece,

sister-in-law, uncle, wife,…

Interchange 1, Unit5(Tell me

about your family), page30

&31: (PPPL Vocabulary)

School: PUC, West

Campus

Room: Kuma Reachea,

Book: Interchange I, Unit 5

Homeroom teacher: LUN

PEOU,

Time: 3:30-5:00 PM

Student: 25

March

18, 2014

“present continuous” (Use WH-

question with present

continuous & Use Yes/No

question with present

continuous) Interchange 1,

Unit5(Tell me about your

family), page31&32: PPPL

Structure

School: PUC, West

Campus

Room: Kuma Reachea,



PEOU,

Time: 3:30-5:00 PM

Student: 25

March

19, 2014

“ Is anyone…?” ( revise present

continuous) Interchange 1,

Unit5(Tell me about your

family), page32: SSPL

School: PUC, West

Campus

Room: Kuma Reachea,



PEOU,

Time: 3:30-5:00 PM

Student: 25

March

20, 2014

Writing e-mail using present

continuous and quantifiers to

describe family for friends or

other family members.


School: PUC, West

Campus

Room: Kuma Reachea,



PEOU,

x

about your family), page33&34:

SWPL

Time: 3:30-5:00 PM

Student: 25

March

21, 2014

To practice reading for general

and specific information,


about your family), page35

School: PUC, West

Campus

Room: Kuma Reachea,



PEOU,

Time: 3:30-5:00 PM

Student: 25

4

Practicum

Report

Writing

Orientation

April 1,

2014

- Format of cover page &

Approval sheet (p. 58&59)

- statement of teaching and

learning philosophy

- Teaching responsibility

- Practicum course syllabus

- Executive summary (p.53)

- Report on practicum

orientation (p.53)

- Report on classroom

observation (p.53)

- Report on teaching practice

(p.54, 55,56&57)

- Conclusion (p.57)

- Future teaching career goals

(p.57)

Conducted by Professor Kao

Sophal,

Room: Srok Sangkom

Thmei,

Time: 9:00-11:00 AM,

Book: Practicum Handbook

5

Practicum

Report

Writing

April 1-

30, 2014

First Draft

Writing Practicum Portfolio,

Supervisor: Prof. SOM MONY May 1-

15, 2014

Final

6

Teaching

Practice

Assessment

March

17-21,

2014

(Do not know which lessons

graded by Homeroom teacher)

School: PUC, West

Campus

Room: Kuma Reachea,



PEOU,

Time: 3:30-5:00 PM

3

PRACTICUM REPORT

1. Executive Summary

Conducting a practicum teaching is very crucial for teacher trainees, and it will help

each teacher trainee to be a real professional teacher in language teaching. This

Practicum Report will provide the essential basic knowledge of teaching which

teacher trainee has learned from real practice teaching. Throughout the observation of

homeroom teacher, the teacher trainee will be able to clarify on what he/she has

learned to what he/she has observed.

This practicum portfolio is firstly, mentioned about practicum orientation and

practicum report writing orientation which practicum orientation conducted by

professor Kao Sophal on February 26, 2014, Room: Srok Kulen, Time: 3:00-5:00

PM, will help each teacher trainee to get some clues on conduction practicum before

conducting the classroom observation and practice teaching in the class, and

practicum report writing orientation conducted by professor Kao Sophal on April 1,

2014, Room: Srok Sangkom Thmei, Time: 9:00-11:00 AM, on how the report is

organized.

This practicum portfolio is secondly, illustrated about classroom observation which

conducted in PUC, West Campus, Kuma Reachea room on March 6, 2014 to March

14, 2014 with a homeroom teacher called LUN peou. This observation will help

teacher trainee to have chance to meet his or her students before conducting real

practice teaching.

This practicum portfolio is thirdly, about Teaching Practicum which conducted on

March 17, 2014 to March 28, 2014, in PUC, West Campus, Kuma Reachea room,

with a homeroom teacher called LUN peou. This practice teaching will help teacher

trainee to apply the theory with real class teaching.

This practicum portfolio is reflected on the differences of theories and real practice of

teacher trainee and how the homeroom teacher’s teaching is through observation. The

teacher trainee will be able to find out the strengths and weaknesses of his/her own

potential in language teaching. This practicum portfolio will state the observation

report on homeroom teacher, practice teaching report, and teaching goal of teacher

trainee.

The aims of this practicum portfolio are to provide the teacher trainees an opportunity

to integrate the theory and real practice teaching in the classroom environment.

Moreover, it will help teacher trainee to develop their professional through reflecting

strengths and weaknesses.

4

2. Report on Practicum Orientation(s)

The practicum orientation was held on February 26, 2014 by Professor Kao Sophal to

help each student teacher to know what they have to do and prepare in advance in

conducting the real practicum. Without orientation, the TESOL trainees would not

have been able to know how to observe, teach and especially write Final Senior

Report effectively and successfully. So, the orientation that was conducted will

provide a great deal of knowledge on before, during and after teachings. That’s why,

there were two orientations was conducted on different dates.

The first orientation was called Practicum Orientation, conducted on February 26,

2014, from 3:00 PM to 5:00 PM, at Srok Kulen room, by Professor Kao Sophal,

Assistant Dean of Faculty of Education and the second orientation was called

Practicum Report Writing Orientation, also conducted on April 1, 2014 by Professor

Kao Sophal, Room: Srok Sangkom Thmei, Time: 9:00-11:00 AM.

The main purpose of the first orientation, was conducted by Professor Kao Sophal,

was about how to conduct the observation, how to write lesson plan, and the real

teaching practice which all these will help student teacher be able to achieve in

conducting the practicum.

Moreover, he explained that last term some student teachers did not prepare the lesson

before they went to teach in the class. Before PUC always got good reputation

because of hard work and well train of the student teachers that make student teachers

sometimes better than homeroom teacher, but last term, PUC was blamed because of

unprepared student teachers. Therefore, he encouraged student teacher have to plan

the lessons according to the methodology in advance. He continued that student

teachers should not do as the homeroom teacher does because he or she has taught

years, so they are getting use to teach the lessons and sometimes no need to prepare.

Actually, he suggested us to meet the homeroom teacher in advance.

There are two kinds of observations. The first one called general observation and the

second one called observation according to the steps of the lesson plan or skill

observation. The first form focuses on skill, grammar or vocabulary lesson. This form

is from page 16 to 18 in practicum handbook. The second form is from page 19 to 24

in practicum handbook used for skill lesson. He suggested us to choose whatever we

think it is easily and helpful for us to do the observation and write the report, but

finally, he claimed that the first observation is easier.

One important thing that he wanted us to remember is questions in the observation

sheet because it will help us to judge the homeroom teacher and partner student

teacher easily and effectively. Student teachers have to observe at last 5 classes or

lessons.

5

Then he clarified that all trainees have to make cordial relationship with their

homeroom teachers before they come to observe and make sure that don’t disturb

their class while they are teaching. For example, answer phone in class, going to class

late, etc. He said homeroom teacher is our boss.

He said lesson plan is absolutely important for student teachers because student

teachers will be judge through the steps of the lesson plan. The lessons needed to be

taught could be grammar and skill lessons. Beside this, he advised all teacher trainees

how to break down unit into different lessons. He showed Interchange Book and

demonstrated how to break down unit into different lessons.

After this, he demonstrated some important criteria before teaching in real class. For

example, student teachers have to prepare lesson plans and get them approved by

homeroom teachers first.

He continued that student teachers have to teach at last five classes and prepare five

lesson plans. Then he said one unit should be divided into five lessons with ninety

minutes for each lesson. In one unit, there are two grammar lessons and three skills

lessons, but sometimes in one unit, there are three grammar lessons and two skills

lessons. He showed us different outlines of lessons plans from page 25 to 31 and he

furthered to show us the samples of lesson plans from page 32 to 52.

More than this, he suggested us to add extra activities such as controlled practice

activities or less-controlled practice activities or free practice activities into the lesson

plans when we see the book is lack of activities. He focused more on drills.

The main purposes of the second orientation focused mainly on how to write

Practicum Report. There were many criteria the trainees had to fulfill in writing

practicum report. They were Report cover, Approval Sheet, Report on Practicum

Orientation; Report on Classroom Observations, Report on Teaching Practice,

Conclusion and Future Teaching Career Goals.

Prof. Kao Sophal asked the practicum students to open the practicum handbook on

page 58 and 59 to see the sample of cover page and approval sheet page and he

continued that all practicum students have to follow that guided page. He said that this

practicum report writing orientation is very essential for practicum students to learn

how to write the practicum portfolio successfully. He suggested practicum students to

open the practicum handbook on page 14 to see the criteria for the contents of

practicum portfolio writing. He pointed out one by one of the section of the practicum

portfolio which including (i) Cover page; (ii) Approval Sheet; (iii) Practicum

Assessment by Supervisor (iv) Acknowledgement; (v) Table of Contents; (vi)

Statement of Teaching and Learning Philosophy; (vii) Statement of Teaching

Responsibilities; (viii) Practicum Course Syllabus; (ix) Practicum Report which

includes Executive Summary; Report on Practicum Orientation(s); Report on

6

Classroom Observation; Report on Teaching Practice includes introduction; practicum

objectives; self-reflection.

For Cover page, Prof. Kao Sophal asked us to follow the cover sample on page 58 and

for Approval Sheet, he also suggested to follow the sample on page 59. Moreover, he

wanted us to copy the Practicum Assessment by Supervisor from the practicum

handbook.

On acknowledgement point, he suggested us to write whatever and whoever we could

think that that is important for us and he continued that we wanted us to find

acknowledge sample from different books or read from previous practicum portfolio.

He also raised the previous practicum portfolio for students.

For Table of Contents, he said all practicum students could follow the contents on

page 14 and made it good use. The most important was that he did not want us to put

history of PUC or vision of PUC anymore because it just copy and pass. The new

tasks that he pointed out are Statement of Teaching and Learning Philosophy and

Statement of Teaching Responsibilities. On Statement of Teaching and Learning

Philosophy, he suggested us to write about our beliefs and philosophy on teaching and

learning. What do we want to succeed in teaching and what do our students to achieve

in learning the language? He asked to write some points in this section such as

purposes of education, roles of students in education, roles of teachers in education,

and roles of teacher in community. Whereas, teaching responsibility, he suggested us

to think of lesson preparation (what do you do and how do you prepare the lesson

plan?), during lesson (what do you do, what do you teach, and what do the students

learn from you?), supporting student learning, student assessment, and teacher

professional development.

Practicum Course Syllabus is very important for practicum students because syllabus

will help practicum students to what activities they are doing, teaching, or learning

and when. However, he allowed us to copy from Practicum handbook and he stated he

did not want us to change any points or words in which practicum course syllabus

include practicum description, practicum objectives, and practicum outline. In

practicum outline, he suggested us to write about practicum orientation by answering

what, where, when, how, and who and teaching practice by answering what, where,

when, how.

When he started Practicum Report section which includes Executive Summary;

Report on Practicum Orientation(s); Report on Classroom Observation; Report on

Teaching Practice includes introduction; practicum objectives; self-reflection he asked

us to answer all the questions in practicum handbook on page 53 to 57. For writing

report on classroom observation, he wanted to code the data before writing because he

did not want us to image and write in order to make accurate and correct for data

analysis. In reference sector, he suggested following APA style and he asked us to

7

look on page 60 to see the sample of reference. Finally, Prof. Kao Sophal suggested

us not to copy from previous portfolio because it is a criminal crime and he pointed

out that we would get zero mark if he found this act.

3. Report on Classroom Observation

After observation for one week, from March 6, 2014 to March 12, 2014 at 3:30-5:00

with homeroom teacher, LUN Peou, I had learnt and found that classroom observation

was very significant and beneficial for the teacher trainees before they came to

conduct the real teaching practice. Through that, I could see how the experience

homeroom teacher performed in teaching including lesson preparations, classroom

management, motivation, clear instruction, students’ involvement, creativity, time

management, classroom monitoring, teaching methods, teaching approach, teaching

technique, and how to adjust and break down unit into lesson effectively.

However, all of these criteria were quite done in the class, and taught already by

Professor Kao Sophal and other PUC professors, but Professor Kao Sophal wanted

the teacher trainees to learn and compare what we had learnt with homeroom teachers

in real classes. He required the trainees to observe for one week starting from March

6, 2014 to March 14, 2014 as schedule through five classes and this observation report

is written based on the information that I get from the observation which observation

form on page 16 to 18 of Practicum Handbook is used.

During this observation, I had observed five different classes with a homeroom

teacher which provide me a lot of fruitful observation and critical thinking on lesson

preparation, the teacher, the student, teaching and learning, teaching materials,

classroom management, and student learning assessment.

3.1. The Lesson Preparation

The first thing I had observed and looked for is lesson preparation in the teaching

processes of the homeroom teacher in which all lessons was regarded as well prepared

for every session while I was observing because each session and each lesson was

prepared in different task which emphasized on different aims and objectives

according to the section of the chapter 4. There are three main stages in the teaching

process, presentation stage, practice stage and productive stage which are used to

demonstrate the lesson. Homeroom teacher, LUN Peou, used a variety of language

skills practiced in the lesson. For example, he emphasized the intonation and stress of

sentences and he sometimes allowed students to write and speak in the practice

section.

More importantly, homeroom teacher had recognized all difficult point that would be

happened in the lesson and he tried to tie up those difficult points with example by

using various kinds of techniques to interpret into understandable language for

8

making easier to students getting the points and sometimes he asked the question

“what are you going to do? or what do I want you to do?”

However, he did not provide extra activities for mixed level students because the

students are tested for the level before they entered into the level or class, so the

homeroom teacher provided the lesson and activities according to the level of the

students. Even though he did not prepare extra activities he brought tape player with

him because he wanted the students to listen to the native speaker voice and to

practice repeating the voice. Moreover, he gave extra homework to students.

Among 26 students in the class, he knew the level of the students who was the

smartest and who was the lowest ones. He encouraged lower level students to perform

more often and put them with smart students to exchange and contribute their ideas

for better learning. With this, he used variety of language skills to practice in the

lesson with clearly understanding the lesson to apply and conduct in his class in a

fruitful way.

During his teaching the lesson, he looked at his watch three times because he wanted

to know how many minutes he already spent for the point. So, he could control the

lesson and could manage the time for his lesson. The activities were divided into

stages and the lesson was also set according to the allowing time. His teaching would

be effectively when a stage or two were cut off. He prepared the lesson according to

the time was allowed. He had time management skills because at the end of the lesson

he had some times to instruct for homework.

3.2.The Homeroom Teacher

There are a lot of critical points that I noticed from my homeroom teacher and the first

thing is to be punctual. During my observation, he was never late and at last he came

to class five minutes before the class was started. Even though he is not handsome,

but he dressed properly in the teacher manner. He looked good in being a language

teacher. I have learnt a lot from my homeroom teacher, throughout their external and

internal characteristics toward their students during classroom instructions, especially

the ways they acted and performed, and the words he used in class.

Actually, his English is not perfect, but he could speak English well which the

students could understand easily. He sometimes spoke fast, but when the students

could not catch up with what he said he turned to speak slower and clearly. His voice

was clearly and loudly which could attract the students’ attention on the lesson. He

spoke repeatedly when the students said they did not understand how to do the work.

Another thing that impressed me is he was very enthusiastic in teaching English to his

students. He commonly and regularly smiled to his students to get along with his

them, and he used eye contact to get the students’ attention. He mostly remembered

9

his students’ name clearly and simply called them directly to answer the questions. In

addition, teacher simply listened and responded to the students carefully. He spoke

slowly, clearly, and loudly enough so that they could understand and hear well. Last

but not least, he is really a professional language teacher.

3.3. The Students

Students are also the factor that I have to observe beside the teacher. Students play

important role in teaching and learning interaction and effectiveness, so I focused not

only on the teacher but I also observed students. I noticed that all students had

textbooks in their hands which made teacher easy to teach and made students easy to

follow the instruction. Moreover, I once noticed that one student did not catch up the

lesson because the teacher spoke fast and he asked the teacher to speak again.

I can point out that some students were encouraged to learn and speak more English

during the lesson because they sat quietly and more students at that time were

motivated and encouraged to study and interested in most practiced activities. The

students always answered the teacher’s questions even though it was wrong or

correct.

The most important point is that the teacher always helped the students all situation

such as not hearing the teacher because of outside nose he came closely to the student,

not seeing the board properly he erased the board and rewrote it clearly, not

understating the instruction he re-explain the student without showing any upset.

3.4.The Teaching and Learning

The first sign of the lesson is warming up the students, but I did not see the homeroom

teacher do any activities that are related to warm-up activity besides playing the tape.

Actually, he always played tape for his students before he started the lesson. He

started the lesson straightforward and he always started the lesson with grammar

section. When he explained the lesson he tried to mix the grammar points together, for

example, he taught direct and indirect speech he mixed the lesson between direct and

indirect speech. Moreover, he did not transform pronounce, tenses of direct speech to

indirect speech, he just allowed the students practice.

Furthermore, he tried to speak English all the time even though his students were in

level 1. He did not elicit idea from the students by using different, simple, appropriate

questions, he just told the students directly what he was going to teach. The students

just listened to him. There was not space for students to ask any questions and at the

end of the lesson he did not summarize the lesson or what they would study for

tomorrow.

10

3.5.Teaching Materials

During my observation, I noticed that my homeroom teacher used the textbook well

during his instruction. I did not see any activities flow from one stage to another

smoothly because he started the lesson with grammar point. He used only his tape

player and there was not any material beside it. He had a clear handwriting which

everyone, even me sat at the back, could read the letter that my homeroom teacher

wrote on the board. One thing that made me impress was he used only activities in the

textbook, simply speaking he used textbook well without losing any activity. When he

finished one activity in the textbook he went straight to another activity.

3.6.Classroom Management

During his instruction, the homeroom teacher conducted his teaching to the students

fairly and equally with respect in the class, and he called the students not only in the

front but at the back also. He was mostly patient and very polite to his students. He

never used stick method but basically the carrot method was extremely popular which

would award to encourage the students become more active and participated in the

lessons and classroom activities.

All the table or desks arranged well for students to learn and have the role to walk and

easy look around to students behind. Moreover, he can gave clear instruction and

check the students understanding clearly. He moved around the class to looking

students who were working or who were not working in the class, he tried to check it

up about lazy students.

. In addition, he is well organized and he dressed properly. He is not waste time on the

unimportant activities. He knew which student was strong and which student was

weak in the class he encouraged the weak one to do more activity and work. He

looked at him or her every time when he taught. Finally, he treated his students fairly.

3.7. The Student Learning Assessment

During the lesson, I saw my homeroom teacher allowed his students to practice the

lesson actively and at the end of the lesson, the students could answer their teacher.

To assess his students’ outcome, he used various kinds of way to evaluate his students

getting the points through doing quiz and asking directly to the students showing their

points in the session.

In short, being a teacher in language teaching is very challenge because the teacher

has to think of his teaching styles and his students’ achievement, so teacher trainees

are required to undertake teaching practice and to be well-prepared in order to gain

adequate teaching skills and competency in language teaching. Being a qualified and

professional English teacher, they should consist of skills, knowledge, and insights to

better understand what life is like in real English classroom and school. Moreover,

11

classroom observation will contribute to an understanding of the complexities and

significance of teaching and learning. Teacher must imply of having lots of interesting

updated resources, information technology, patience and understanding of every

individual we are teaching. As a result, I think that teacher trainees have to strive to

do a lot of teaching practice and conduct real teaching for a period of time. They will

probably take several years or even longer to become a qualified professional English

teacher as long as they extremely and seriously commit to developing the teaching

career.

12

4. Completed Classroom Observations

No Topics Results of Observation Sheet Evaluation Comments

1

The Lesson

Preparation

1st 2

nd 3

rd 4

th 5

th

2

The

Homeroom

Teacher

3

The

Students

4

The

Teaching

and

Learning

5

Teaching

Material

6

Classroom

Management

13

7

The Student

Learning

Assessment

24

5. Report on Teaching Practice

5.1. Introduction

The teaching practice in the real class for teacher trainees is very inevitable in TESOL

program because it reflects the teaching and learning theories that the teacher trainees

have already learned with the professors and teachers in class. Moreover, when they

practice teaching in real class, they can see and acknowledge on how they are weak

and good at, based on the feedback from the homeroom teachers and his homeroom

teacher trainee partner and especially their own self-reflection.

Furthermore, I enjoyed my practice teaching and was glad that I had an opportunity to

gain more knowledge and understand my talent in teaching career. I am optimistic

that this practice teaching and teaching experience has well prepared me not only for

my future education, but also for my future employment. Actually, practicum gives a

valuable chance for me to improve my experiences in teaching. Meanwhile, I can

compare the theories on paper that I have learnt so far with the real practice. I can

figure out the weak and the strong points by myself while I was conducting the real

teaching.

I began my teaching from March 17, 2014 to March 28, 2014 at West Campus, IEAP

program, Level I, Room: Kuma Reacha, and from 3:30 pm to 5:00 pm with Professor

LUN Peou. He allowed me to take responsible on chapter 5 in Interchange I, Third

Edition, which consists of skills and grammatical learning objectives. And, this report

was written based on my self-reflection on the seven pedagogies included lesson

preparation, the teacher, the students, teaching and learning, teaching materials,

classroom management, and students learning assessment.

5.2. The Practicum Objectives

The purpose of the practicum is to provide novice teachers with opportunities to gain

experiential knowledge of advanced generalist, advanced specialist, and professional

teaching practice. With this real word teaching, trainees are able to grasp and equip

themselves with competency and effectiveness of professional manners in learning,

teaching, and researching with complete responsibilities in future careers. After

completing this teaching practice, the teacher trainees will be able to (Neav V., Sok

U., & Kao S., 2014. p. 3):

Identify strengths and weaknesses of lessons taught by the home-classroom

teachers during classroom observations.

Apply theories of English language teaching and learning in a real language

classroom.

Develop weekly and monthly teaching plans, an English course syllabus and

lesson plans.

Use teaching strategies, techniques, methods and approaches they have

learned in English lessons

25

Demonstrate English lessons to real English students

Use different ways to assess individual student learning performance and

learning outcomes

Apply different motivation tools to motivate students to learn English

Take notes on peer’s lessons during the lesson observations

Give constructive feedback to practiced teacher trainees who have taught

English lessons during the practicum

Raise and discuss problems found during teaching practice, and suggest some

solutions

Use comments and feedback given by the peers to improve future lessons and

teaching

Write self-reflection notes after teaching

Collect some relevant data from teaching practice for a practicum report

Discuss and analyze data collected from teaching practice

Write a basic critical report on teaching practice

Moreover, real teaching also helps me to know and to illustrate my ability in teaching

the language and after my teaching practice; I have achieved the following learning

outcomes:

Identify strengths and weaknesses of lesson taught by the homeroom teachers

during classroom observations.

Apply theories of English language teaching and learning in a real language

classroom.

Demonstrate English lessons to real English students

Take notes on peer’s lessons during the lesson observations

Give constructive feedback to practiced teacher trainees who have taught

English lessons during the practicum

Write self-reflection notes after teaching

Gather data from teaching practice for a practicum report

Use comments and feedback given by the peers to improve future lessons and

teaching

Use teaching strategies, techniques, methods and approaches they have

learned in English lessons

Prepare document for students every section in the chapter

Do more research to support information that relates to the chapter

Know about the level of proficiency of the students and use languages for then

to make it easy for understanding

Know how to motivate students to better study when they get problems from

internal and external environment

Know how to use appropriate languages in teaching English when asking and

replying to the students

Know the level of myself in teaching English with mixing of different kinds of

students

26

Know how to be calm when the students are out of control and know how to

get them back in session when they are making noise or phoning in class

Know how to facilitate when the students getting problems with their

classmates and study

Know how to integrate and develop relationship with each other in the class

Shape myself to be a professional teacher of English

Be flexible in the real situation with time, students, and teaching.

These learning outcomes were done in classroom. They were the evidences to prove

me that I had already practiced and applied theories in the real teaching in somehow.

Those were done; however, it still remains some others theories and approaches that I

would not know and could not achieve or I know that approach but I cannot apply that

approach into my real practice teaching.

For the rest I haven’t achieved, I plan to learn more by doing more research on

Internet, book, journal and the others sources. Besides, I will try to achieve those

remained outcomes through my teaching as I am a teacher now. I will continue my

professional development because I have my own school. I will apply teaching

language theories, techniques, and approaches in my school to achieve these learning

outcomes. More importantly, I will ask Prof. Kao Sophal and other professors if I

have any questions related to those learning outcomes or approach.

5.3. Self-reflection

Self-reflection is another effective self-directed method that some individual

professional teachers use to learn and to grow further. The teachers can conduct their

own self-reflection in writing after their lessons are over. Only the teachers

themselves know best, firstly, which part of each lesson worked well and did not work

well; secondly, which approach, method and technique worked well or did not work

well; thirdly, which material the students enjoyed and learned the most; finally, which

student learned things and which ones still need further support and practice. From

their lesson analysis, they also need to critically think about how those can be

improved in the next lessons and in the future (Koa S. 2012. p.11). Self-reflection is

one of the effective methods most professional teachers use to evaluate and to reflect

their own teaching style and ability. From self-reflection, the teacher learns a great

deal from his teaching and from his students.

My overview about self-reflection is the way to shape myself to be a professional

teacher and to enrich my experiences in teaching by reflecting through comment.

Therefore, I do self-reflection on my practicum teaching in order to find out my

strengths and weaknesses of my teaching. My self-reflection on my real teaching

practice focuses on my strengths and weaknesses of the seven pedagogical areas such

as the lesson preparation, the teacher, the students, the teaching and learning, teaching

materials, classroom management, and the student learning assessment.

27

5.3.1. The Lesson Preparation

Before teaching in the class, teacher needs to prepare the lesson called lesson

preparation and this lesson preparation will help teacher to improve his or her

teaching because it allows the teacher know the lesson well before he/she teaches in

the class. Moreover, lesson preparation should be included in some criteria such as a

well-prepared and well-organized lesson plan with clear aim(s) and/ or objective(s). In

addition, teacher can know what kinds of activities the lesson should be included

because in each unit of Interchange book, there sometimes is lack of activities for

students to practice in order to reach the lesson’s aim and objectives.

Strengths: I had planned the lesson four days before I started teaching and I

also provided them to my homeroom teacher for edition, but he did not give

me any feedback until I finished my teaching practice. Each lesson plan I had

overviewed twice to know that my lesson plan had enough practice activities

or it was suitable for use with level 1 students. I had followed the samples and

outlines of all lesson plans in Practicum handbook from page 25 to page 41

and I had also checked some suitable practice activities from Methodology in

TESOL. Moreover, I also asked my partner teacher to give me some comment

on my lesson plan. Most of the steps and techniques were well-done and I

could apply those in my real teaching. I checked all difficult words for

meanings. I checked my comprehension about grammar for sure and tried to

set up a lot of practice activities from controlled practiced to free practice. I

always used Prof. Kao Sophal’s methodology book and practicum handbook

as my roadmap to prepare my lesson.

Weaknesses: During my lesson preparation, I had a few difficulties in finding

activities to achieve my lesson’s aims and objectives because the Interchange

book lacks of activities. Moreover, I also had to think of my students during

my practice teaching because they are in low level of language. I am

sometimes difficult to put extra activities in my lesson plan. Sometimes, I

spent too much time on my presentation or on one activity. I just tried to ask

them questions on their work again and again. I did not take a variety of

language skills in the lesson because I was difficult to combine language skills

with English language. If I provided extra activities my lesson would be bored

because my homeroom teacher seemed to use Teacher Centered Approach

more than Student Centered Approach.

5.3.2. The Teacher

Teacher is a person who has duty and responsibility in educating people and good

teacher is regarded as a person who is well-prepared, enthusiastic, tolerant, patient,

open-minded, approachable, and helpful. A good teacher treats the students fairly with

respect. Furthermore, a good teacher is being liked by the students.

28

Strengths: During my teaching practice, I always came to class very early at

last 1 hour to 30 minutes before the class started homeroom teachers and her

students. For a week of teacher of English, I was very punctual and well-

prepared. I brought teaching materials like tape, tape players, handouts,

textbook, markers and erasers, etc. I enjoyed my teaching with enthusiastic

manners. Moreover, I was able to be tolerant with all types of students’

behaviors in my class while I was teaching even though I was not regarded as

his real teacher. They sometimes played joke me and they sometimes acted

badly. Their words and action reflected the badly manner and it made me feel

uncomfortable during the class. However, I could deal with this kind of feel by

ignoring those manners. Sometimes, the students did not practice what I

wanted them to do, so I also continued to speak “please, practice this exercise,

or please talk to your partner, or please express your ideas” to students. I tried

also to speak clearly and loudly enough so that they could hear and understand

me even though it got me tired at the end of each lesson.

Weaknesses: During my teacher, I had bad eye-contact with my students and

I sometimes did not control my students well because they sometimes talked

to each other during the lesson. Actually, I always forgot the names of my

students. I just called them “you”. Also, I usually made spelling mistakes on

the board and students corrected me back. I was not an active teacher and I

always moved a bit slow from one activity to another and I also walked slowly

during the lesson.

5.3.3. The Students

Students are regarded as the important factor in language teacher because teaching

will be achieved when the students participate well during the lesson. A good student

is hard-working and respects their teachers and parents. The students do all homework

and assignment that the teachers give to them. The good students help their parents

with household choirs or business affairs. The good students help weak friends with

explanations when they don’t understand lesson.

Strengths: During my practice teaching, I knew that all students had their

own textbook which those textbooks would help students to follow the lesson

well. Actually, they came to class on time and they were friendly to each

other. Of course, they had known each other well because they knew each

other’s name. They learnt the language quickly if I had explained it clearly.

Some students had the willing to help me in conducting practice teaching.

More importantly, I could use simple English to explain them about the

passage with example was talked, particularly I could ask a few students to the

board to write the answer for their classmate, too.

Weaknesses: Sometimes I was hard to ask the students to do what I wanted

them to do such as practicing the lesson or coming to the board or expressing

their ideas on the assigned work. Moreover, they sometimes found some

activities difficult to them because they did not listen to what I had explained

29

and they asked me what I wanted to do, so I had to explain again and again.

Some students were shy and it was hard for me to call them to express their

idea in the class. At once, I had tried to force one student badly to talk about

their work, but he kept looking at me and spoke nothing. I did not know how

to deal with shy students. On the other hand, some students did not talk so

much and when my instruction was not clear they kept quiet and did not ask

me to repeat it. They did nothing with their assigned work.

5.3.4. The Teaching And Learning

Teaching and learning is interrelated activities which happen in the class between

teacher and students who create these teaching and learning activities. What make

teaching and learning effectively is that teaching should be equipped with pedagogical

knowledge and the learners should be proactive and curious about the lesson.

Teaching method depends on professional teaching of a teacher. If the teacher has his

or her own professional skill in language teaching, s/he will be able to provide

effective teaching. While teaching, learners have to pay much attention on the lesson,

and participate in any activity that the teacher provides.

Moreover, teacher trainer should start the lesson positively, follow the lesson plan,

give good work arrangement including pair-work, group work, or individual task),

and provide tasks range from controlled practice to the free one. Furthermore, the

trainee should use suitable strategies, appropriate classroom language, maximize

English and minimize Khmer during the lesson. More importantly, teacher can

achieve his or her lesson’s objectives and purposes.

Strengths: Within my real practice teaching at PUC, West Campus, I had

noticed my strength was that I have done many good things in teaching. I told

the students what they were going to study, followed the lesson plan, spoke

English more than Khmer, used simple language for the students, and revised

previous lesson.

Weaknesses: I could not help myself calling on one student to answer my

question, which might have motivated other students. Sometimes, I did give

enough time for students to practice the activities. I talked more than my

students. In the practice stage, I couldn’t finish follow from the drill to free

practice. I always jump off less controlled practice because I spent too much

time only on presentation stage. I always made mistake of spelling on the

board.

5.3.5. Teaching Materials

In language teaching, teaching materials are very important in helping to achieve the

lesson’s objectives. Teaching materials can be replaced by the words teaching aids.

30

They are textbook, white board, marker, pictures, photos, handouts, CD, VCD, LCD,

Videos …etc. The teacher needs them necessarily for teaching.

Strengths: To make my teaching more critical, I used textbook, handout, and

audio player to help me in my real teaching practice.

Weaknesses: I did not use pictures, video clips, and role-play material in my

teaching at all.

5.3.6. Classroom Management

Classroom management is the method that provides effective teaching and learning

and classroom management is very broad to say about, but here classroom

management refers to the activity and behavior of the teacher in the classroom.

Teacher has to arrange desk well before his teaching, gives clear instructions, checks

comprehension, and walks around the classroom while students are practicing to assist

them learning. Teacher should encourage students to speak English as much as

possible. Additionally, he/she should use the board well and wisely, and their

handwriting must clear, neat and large enough for the students to read. The lesson’s

pace should be in moderation speed with provision of clear instructions. The teacher

trainee should know how to motivate, encourage, and build good relationship with all

students.

Strengths: During my instruction, I walked around the class to see which

student did not work or which student was working. I wrote clearly on the

board and especially, I encouraged all students to express their idea. I had

provided enough time for students to participate and speak out their idea.

Weaknesses: One thing that made me nervous is students’ participation. They

did not participate well because they thought I was not their own teacher. I

could not force one student to express his idea on his work. I could not

remember their names and when I wanted someone did the work I always

checked the name’s list can called his or her name. It seemed to be quiet

atmosphere because sometimes the students ignored the lesson.

5.3.7. The Student Learning Assessment

Student learning assessment is the way or method that used by the teachers to assess

student’s progress in learning or whether they have or have not achieved the learning

outcomes of the lesson. There are many approaches that allow the teacher to know his

or her teaching achieve or not. For example, the teachers can ask the students directly

or let the students to do practice activities or set up the tests for them. Throughout my

teaching practice, I will identify what my strengths and weaknesses are, so that I will

be able to improve myself for further my future career a language teacher.

31

Strengths: I noticed that the students could practice the assigned work

properly and they could answer my questions throughout my lesson’s

objectives. The first lesson of my teaching practice is Presentation Practice

Production Lesson on vocabulary and those vocabularies were out family’s

members, so my students could answer me when I tried to elicit at the end of

the lesson. Moreover, they could do the exercise in the textbook very well

such as complete the gap or complete the sentences about present continuous

tense.

Weaknesses: I forgot to check a few weak students at the back for

comprehension whether they have achieved the learning outcome or not. I did

not give any tests to examine the learning achievement. I could not force weak

and shy students to speak during practice activities

Throughout my teaching practice, I have a lot of weaknesses which I should try to

improve day by day. Even though, I have some strength during this teaching practice,

I have recognized that I have to learn more about teaching methods and techniques to

improve my future teaching career. Therefore, knowing only the theories is never

enough for my teaching career. I should learn and apply the theories into real practice

to make it more useful and critical.

In short, my teaching practice helped me to reflect my strengths and weaknesses in

language teaching. After completed the observation and teaching period, I obtained a

lot of experiences from homeroom teacher, my teacher partner, and my real teaching

practice. I have learnt how to be a good teacher in the future, and I do believe that

being a good teacher I must plan the lesson before teaching because the lesson plan is

very important for teachers. When they have planned with clear objectives, they know

about the time management and tell the students what students are going to do next, to

know more, and to understand the situations. Therefore, I must have lesson plans all

the time of teaching, possess more general knowledge, be flexible, motivate students

to learn, and manage time very well. Moreover, the real teaching practice is more

important than theory which I have learnt from class.

32

5.4. Lesson Plans and Supporting Materials

5.4.1. Presentation Practice Production Lesson (PPPL) (Vocabulary)

Presentation Practice Production Lesson (Vocabulary)

Homeroom Teacher: LUN PEOU

Trainee: MEY SOPHEAKDEI ID: 35264

Time: 3:30-5:00 PM Date: Monday, March 17, 2014

Level: IEAP I School: PUC, West Campus

Time allowed: 85 minutes Class: Kuma Reachea Textbook: Interchange 1, Unit5 (page30) Tell me about your family.

Aim To present and practice some vocabulary of family.

Objectives By the end of the lesson the students will be able to describe family

members accurately and fluently.

Target Item(s) Vocabulary: cousin, father, grandmother, niece, sister-in-law,

uncle, wife,…

Revising “have/has/”

Textbook Interchange 1, Unit5 (page30) Material

Mins.

2

Lesson Opener: Greeting, Asking date, Telling students about the

lesson today

5

Warmer: Teacher Students

- Asks students to brainstorm the

family members.

- Asks student to read it out

Write down their family members in

their books.

Marker

and

whiteboa

rd

25

Presentation Stage: 1. Revise/Pre-teach:

- Elicit the following words from the class:

father (n) /ˈfɑː.ðə/=ឱពុក (explanation)

mother (n) /ˈmʌð.ə/ = ម្តា យ(explanation)

brother(n) /ˈbrʌð.ə /=បងបអូនរបុស(explanation)

sister(n) /ˈsɪs.tə/=បងបអូនស្សី(explanation)

son(n) /sʌn/=កូនរបុស (explanation)

daughter(n) /ˈdɔː.tə/=កូនស្សី(explanation)

grandmother(n) /ˈgrænd.mʌð.ə /=ជីដូន (explanation)

grandfather(n) /ˈgrænd.fɑː.ðə/=ជីតា (explanation)

grandson(n) /ˈgrænd.sʌn/=ចៅរបុស (explanation)

granddaughter(n) /ˈgrænd.dɔː.tə/= ចៅស្សី(explanation)

uncle(n) /ˈʌ .kl /=ពូ/ម្ត (explanation)

Handout

Whitebo

ard

Family

father Grandmother

daughter mother

son

Use six steps to elicit

vocabulary - Use technique to elicit

vocabulary

- Check meaning

- Modeling the world

- Choral repetition

- Writing a word on the

board

- Students copy

33

aunt(n) /ɑːnt/=មីង (explanation)

2. Set the scene:

- Teacher asks students to look at picture on page30 and asks:

3. Revise target Item(s)

Teacher asks questions to students:

Teacher Students - Do you have any brothers?

- Do you have any sisters?

- Do you have any cousins?

I have a brother.

I have two sisters.

I have a cousin.

4. Draw attention to target item

Teacher repeats target items and write on the board:

He/She/It

Has

a/two/three/

ᴓ

a brother.

two sisters.

a cousin.

I/we/you/They

Have

5. Do concept check

Teacher and students pay attention to verbs used with first, second,

and third person:

.

Negative Checking

- I have two brothers. => You do not have two brothers.

- I do not have a sister. => You have three sisters.

- I have two mothers. => You do not have two mothers.

- He has only cousin. => He does not have only cousin.

- She goes to meet her nephew. => She does not go to meet her nephew.

- You have ten nieces. => I do not have ten nieces.

25 Practice Stage - Controlled practice

1. Practice A

Teacher asks student to read the instruction in “A” P: 30 for

several times

Teacher checks instruction understanding

Teacher lets students to complete the family tree

Teacher tells students to compare the answer with their partner

Teacher calls out students to write answers on the board

Teacher corrects the answers for the students

Teacher lets students to copy right answers

34

2. Practice B

1. Teacher asks students to look at the picture again, page 31

2. Teacher check students’ understanding on what they are

going to do.

3. Teacher tells students to listen to four conversations about

famous people how they are related.

4. Teacher asks students to complete the gap.

5. Teacher calls students to speak out the answer.

- Less-controlled practice

Teacher gives some vocabulary about family for students

Teacher asks students use these words to write in sentences

Teacher tells students to compare the sentences with partners

Teachers asks students to write or speak out those sentences

Teacher corrects those sentences.

30

Production Stage Teacher tells students to read in section “ B” page 30 several times.

Teacher asks students to work in pairs.

Teacher asks each pair to draw their family tree.

Teacher tells students to follow the guideline to get information.

3 Lesson Closure: summarize the lesson, Give homework, talk about

next lesson, say goodbye

35

Handout

Family’s members

Homework

36

Homework

37

5.4.2. Presentation Practice Production Lesson (PPPL) (Structure)

Presentation Practice Production Lesson (Structure)



Time: 3:30-5:00 PM Date: Tuesday, March 18, 2014


Time allowed: 85 minutes Class: Kuma Reachea

Textbook: Interchange 1, Unit5(Tell me about your family), page32

Aim To present and practice “present continuous”

Objectives By the end of the lesson the students will be able to:

1. Use WH-question with present continuous.

2. Use Yes/No question with present continuous

Target Item(s) “WH and Yes/No question” with present continuous

Material Textbook: New Interchange 1, Unit5

Mins

2

Lesson Opener: Greeting, Asking date, Telling students about the lesson today

5 Warmer:

- Teacher asks students to brainstorming about jobs

Teacher Students

- Asks students to brainstorm about

jobs.

- Asks student to read it out

Write down the jobs in their

notebooks

- 25 Presentation Stage:

1. Revise/Pre-teach:

Government (n) /ˈgʌv.ən.mənt/=រាជរដ្ឋា ភិបាល(explanation)

Photographer (n) /fəˈtɒg.rə.fə /=អ្នកថតរបូ (explanation)

Wildlife(n) /ˈwaɪld.laɪf/ =សត្វព្រៃ(explanation)

2. Set the scene:

- Introduce Rita and Sue to the students and ask them if they want to

know what they are doing. Teacher says “are you working, Sue?”

jobs

Manaager Administor

Waiter Government

Photographer

38

3. Introduce target Item(s)

- Teacher asks students to highlight present continuous in conversation

on P: 31.

4. Check comprehension

- Please tell me what Sue is doing.

- Please tell me what Rita is doing

5. Draw attention to target item

- Teacher elicits the statement from conversation on P: 31

Is Sue’s sister working on a very secret project right now?

Yes, she is. No, she is not.

Where is Sue’s brother travelling?

He is travelling to Amazon

6. Do concept check

Teacher use time line technique for concept check:

Form: use sentences above to check the form:

Is Sue’s sister working on a very secret project right now?

To be + Sub+ V-ing? (Yes/No question) Where is Sue’s brother travelling?

Wh question + to be + Sub + v-ing? (WH question) He is travelling to Amazon.

Sub + to be + v-ing (Positive statement)

Uses: present continuous with time expression:

• Are you living at home now?

• Are Ed and Jill going to college this year?

• What is your brother doing these days?

• Who are your parents visiting this week? - Action that is happening now

- Action that is happening around now

- Action that is happening in the future (arrangement and future plan)

25

Practice Stage

- Controlled practice

Activity A

Teacher asks students to open their books on page 32, section “A”

Teacher asks students to read instruction for several times

Teacher checks students’ understanding on instruction by asking “What are

you going to do?”

39

Teacher asks students to complete the conversation using present continuous

Teacher asks students to compare the answer with their partner

Teacher calls out students to speak out or write answer on whiteboard

Teacher corrects the answer for the students.

Activity B: Pair Work: Teacher asks the students to practice the

completed dialogue in pairs.


Pair work: Teacher puts more clues on the board for further practice.

Student A Student B

Where are you doing after class?

Buy

Meet

Visit

Market

Book

Friend

My grandfather

Pair Work:

- Teacher asks students to write some sentences using present

continuous

- Teacher tells students to compare with their partner

- Teacher calls out students to speak out what they have written.

- Teacher corrects any mistakes later.

30 Production Stage:

Role Play:

1. Teacher gets students into pairs and makes each pair decide who is A

or B

2. Teacher gives each role to each student.

- Students A: your friend is staying with you for a short time next week.

s/he want to know what is s/he doing during the stay. So you talk to

him or her on the phone to tell him or her on what s/he is doing during

his or her visit.

- Student B: You have never visited your friend. You make a phone call

to arrange your visit and you are also excited to know what you are

doing there.

3. Teacher asks one pair to stand up and have a phone conversation to

show a model for the rest.

4. Students start their phone conversation in pairs.

5. Teacher monitors and notes down some mistakes

40

6. Teacher tells them to swap up their role and start their conversation

again.

7. Teacher conducts feedback and corrects some mistakes.

3 Lesson Closure

- summarize the lesson,

- Give homework

- talk about next lesson,

- say goodbye

41

Handout

Present Continuous Tense

Form of the Present Continuous

We use a form of to be (am, are or is), the infinitive of the verb and the ending –ing

(to be + infinitive + -ing)

Positive form:

I am playing volleyball.

He/she/it is playing volleyball.

We/you/they are playing volleyball.

Negative form:

I am not playing volleyball.

He/she/it is not playing volleyball.

We/you/they are not playing volleyball.

Questions form:

In the Present Progressive we put the auxiliary (am, are or is) before the subject

Is he/she/it playing volleyball?

Are we/you/they playing volleyball?

Subjective + to be (am/is/are) + Verb-ing +…

Subjective + to be (am/is/are) + not + Verb-ing +…

To be (am/is/are) + Subjective + Verb-ing +…?

42

Handout

Present Continuous

43

Homework

44

5.4.3. Discussion Lesson (DL) – (Speaking Skill Practice Lesson)

Discussion Lesson (Speaking Skill Practice Lesson



Time: 3:30-5:00 PM Date: Wednesday, March 19, 2014



Textbook: Interchange 1, Unit5 (Tell me about your family), page32

Aim To get students to practice “ Is anyone…?”

Objectives By the end of the lesson the students will be able to describe “ Is

anyone…: accurately and fluently about Family and know

information in travelling, living abroad, and taking a class or other

activities which the member of the family has been doing.

Target Item(s) Revising:

- Wh-question with Present continuous

- Yes/No question with Present continuous

Materials Handout, Textbook, White board

Mins.

2

Lesson Opener: Greeting, Asking date, Telling students about the lesson

today

5 Warmer: (slap on the board)

Teacher write some words to review on the board

Teacher asks two students-boy and girl to the board.

Teacher tell how to play (slap on the board)

Cousin, grandchildren, grandparents, nephew, niece, uncle,

granddaughter, uncle, wife.

25

Before Discussion:

Procedure:

1) Setting the scene: introduce the topic of a discussion.

2) Revising vocabulary:

3) Revising target item: (Wh-question with Present continuous &

Yes/No question with Present continuous

4) Organizing group work: Put students in groups (3 groups), then

choose a group leader.

5) Setting up the discussion task:

Group 1: travelling

Group 2: living abroad

Group 3: taking a class.

45

25 Main Discussion: Procedure: 1) Students start discussing using the given topic: travelling, living abroad, or

taking a class.

2) Teacher monitors and encourages sharing or contributing ideas as much as

possible.

30 Post Discussion:

Activity A:

Procedure:

1) Setting Groups of students:

2) Asking for 2 students come to the board

3) Providing topic of each circle

4) Starting discussion by asking questions

Working: (Is anyone in your family working? Where is s/he working?

What is s/he doing there?)

Studying: (Is anyone in your family studying? Where is s/he studying?

What subject is s/he studying there?)

Visiting: (Is anyone in your family visiting anywhere this week?

Where is s/he working? What is s/he doing there?)

Activity B: Procedure:

1) Teacher prepares conversation cards before class.

2) Teacher gives each conversation card to each student.

3) Teacher asks to students to walk around the class to ask all students

about what they are doing.

Example:

- Student 1: What are you doing this evening?

- Student 2: I am playing cards with my friends. What are you doing this

evening?

- Student 1: I am watching TV.

4) Teacher monitors the activity

5) After students complete the conversation, teacher asks to students to

report the information they have gotten.

3 Lesson Closure: (summarize the lesson, Give homework, talk about next

lesson, say goodbye

play cards watch TV study

46

Homework

47

5.4.4. Writing Skill Practice Lesson (WSPL)

Writing Skill Practice Lesson



Time: 3:30-5:00 PM Date: Thursday, March 20, 2014



Textbook: Interchange 1, Unit5 (page3o-35) Tell me about your family

Aim To enable students to practice writing e-mail using present simple

and quantifiers to describe family for friends or other family

members.

Objectives By the end of the lesson, the students will be able to:

- Explain about their family by use “present Continuous” and

“quantifiers”.

- Using information to information to describe about

themselves.

- Write an e-mail to someone informally and formally.

Target Item(s) Revision present continuous tense and quantifiers

Material Textbook, Handout, Whiteboard

Mins.

2


today

5 Warmer: (Bingo)

- Before class, teacher prepares a list of about 20 words (family words)

- Teacher post the words on the board and teacher elicit the meaning of the

words.

- Teacher asks students to choose five words and write them in their

notebooks.

- Teacher calls the words in order and if the students have chosen the word

that the teacher calls out the students cross it out.

- When a student has crossed out all the words, she or he shouts “Bingo”

- Teacher asks students to read the words out.

25 Pre-Writing

- Pre-teaching

coffer (n) កាចវេ (explanation)

farmer (n) កសិករ (explanation)

- Reading Comprehension: Teacher asks students to read a model E-mail on page

34 and answer some questions

-Who is the receiver? _Young Joon

Teaching Steps 1. Eliciting the vocabulary

2. Check meaning

3. Modeling the vocabulary

4. Choral repeating/ individual repeating

5. Writing the words on the whiteboard

6. Let student copy from the whiteboard

aunt, brother, children, cousin, daughter, father, grandchildren,

granddaughter, grandfather, grandmother, grandparents, grandson,

husband, mother, nephew, niece, parents, sister, son, uncle, wife

48

-What does this e-mail talk about? _This e-mail describes about a

family.

-Does the sender have brothers? _S/he doesn’t have brothers.

-What are the sender parents’ jobs? _They are farmers.

- How to organize an E-mail: Teacher asks students to read an email on page 34

again and teacher asks:

-What do you see first? Dear + name of receiver and comma.

-What come next? _ describing what information we want to tell.

-Can we add your name on the bottom? _ yes. - Revise target items:

The teacher asks:

-What tense do we use in this writing? _present simple

-Can you give some examples?

-The teacher writes sentences on the board.

My parents

Most family here

are

are

coffee farmers.

small.

-Do you see the word most in this emial? What can we call? _

quantifier

-Are there any other words that we can think they are quantifier? _

some, many, a lot of,..............etc

-Why we do use are after subject parents? _ parents are plural.

-What will happen if I change my parents to my sister? _ change

are to is.

30 Practice Stage


Write a similar email to Sopheakdei using the information in the table below:

You #10, St. 120, Phom Penh, Cambodia

Family Mother, Father, Sopheaknika, Dara, Pisey

Sopheaknika Work, Maybank, get married 2015, graduate from PUC, nice

and friendly, move to Siem Reap next month, like reading

book.

Dara Study at Bukkor High School, love math, smart and

handsome, play football

Pisey Study at Bukkor High School, want to be singer, love

dancing, have a lot of friends.

Mother Work in Ministry of Education Youth and Spot, smart and

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hard working women,

Father Live in Siem Reap, work as tour guide, come to visit once a

year.

The teacher checks students’ understanding by asking one students about

what he/she going to do.

The teacher monitors the class and gives some helps.

The teacher tells students to exchange their work and correct their friend

mistakes.

The teacher calls two students to report their friend’s writing.

The teacher provides feedbacks.

- Free Writing

The teacher asks students to read e-mail on page 34 again.

The teacher says: Now your work is to use your own information for writing

an e-mail to Dara by following this modal.

The teacher checks students’ understanding by asking one students about

what he/she going to do.

25

Post Writing:

- Teacher asks students to exchange their writing to each other and read.

- Teacher asks students talk to their partners by using their partner

information.

- Teacher asks one or two students to read their partner information out to

the class.

3 Lesson Closure - summarize the lesson,

- Give homework


- say goodbye

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Handout

Paragraph Writing

Topic Sentence

What is the topic sentence? The topic sentence is the first sentence in a paragraph.

Controlling idea

What is controlling idea?

A "controlling" idea is an idea that makes a reader ask a question

Supporting Details

What are supporting sentences? They come after the topic sentence, making up the

body of a paragraph. And then they give details to develop and support the main idea

of the paragraph.

Conclusion

What is conclusion?

It is a judgment or decision reached by reasoning.

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Handout

Quantifiers (determiners)

52

Homework

Write an E-mail to your friend about your family (write at least 100 to

150 words)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

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5.4.5. Reading Skill Practice Lesson (RSPL)

Reading Skill Lesson Plan



Time: 3:30-5:00 PM Date: Friday, March 21, 2014



Textbook: Interchange 1, Unit5(Tell me about your family), page35

Aim To practice reading for general and specific information.

Objectives By the end of the lesson, the students will be able to: Read and identify what the main idea of the reading passage is

Pick up specific information from the text through the

comprehension questions.

Offer some solutions for the problems.

Target Item(s) Revision present simple tense and Present Continuous

Material Textbook, Handout, Whiteboard

Mins.

2


today

5 Warmer: Brainstorm about your family issues

25 Pre-Reading Task(s):

- Pre-teaching

Computer programmer(n)/kəmˈpjuː.tə ˈprəʊ.græm.ə/= អ្នកចវៀបចំកមមវធីិកំុពយូទ័រ(Expanation)

Hospital administrator(n) /ˈhɒs.pɪ.təl ədˈmɪn.ɪ.streɪ.tə/=អ្នករដាបាលមនទីចពទយ(Expanation)

Housework(n) /ˈhaʊs.wɜːk/ ចេវកិចច(Expanation) Household chore(n) /ˈhaʊs.həʊld tʃɔː/=កិចចការរបចំថ្ថៃ(Expanation)

- Pre-reading task:

Teacher asks students to sit in group of 4 to discuss about

Family

Issues

Working

parents

No one cooks for

the family

Lonely Childre

n

No one takes of

the family

Teaching Steps 1. Eliciting the vocabulary

2. Check meaning

3. Modeling the vocabulary

4. Choral repeating/ individual repeating

5. Writing the words on the whiteboard

6. Let student copy from the whiteboard

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disadvantages and advantages of working parents outside the house.

The teacher writes down the topic on the board.

The teacher says:”you have 5 minutes to discus and take notes your

answers.”

The teacher monitors the class and gives helps to students.

The teacher calls two groups to report the answers.

30 Main Reading Task(s):

While-reading task 1: Comprehension Questions -The teacher calls a student to read questions in exercise A on page 35. -The teacher tells students to read the text and answer those questions. -The teacher monitors the class and gives helps. -The teacher tells students to compare their answers with their classmates. -The teacher calls five students to answer the questions.

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While-reading task 2: -The teacher tells students to find partners. -The teacher tells students to read the text again and find the problems that Steve and Judy have. Then the teacher tells students to identify the most serious problem.

25

Post Reading Task(s)

Activity A: - Teacher asks students to sit in group of 4.

- Teacher tells students to discuss and offer some solutions for the most serious

problem of Stave and Judy.

- The teacher monitors the class and take notes students’ mistakes.

- Teacher asks each group to report the solutions they have found.

Activity B:

- Teacher asks students to work in pairs.

- Teacher asks students to tell each other about his or her family’s problems

and then teacher asks them to give suggestions on those issues.

- Teacher monitors the class.

- Teacher asks each pair to report the problems and solution.

3 Lesson Closure - summarize the lesson,

- Give homework


- say goodbye

56

Homework

57

5.5. Teaching Materials

63

5.6. Evaluation Records by Homeroom Teacher, or Supervisor

64

Conclusion

In conclusion, practicum orientation is the helpful tool for teacher trainees before

conducting the real classroom observation and teaching practice. They would be

provided critical guidelines and practicum writing report orientation is the clue to help

teacher trainee to write their practicum portfolio accurately and correctly.

Classroom observation is the crucial time for teacher trainee to have time with

homeroom teacher and his or her future students on the practicum period. This time

will be able to let the teacher trainees to gain more knowledge in language teaching

approaches. The teacher trainee know how the homeroom teacher teaches and before,

during, and after teaching time.

Furthermore, after I completed this Practicum report, I understood myself that

teaching methodology was very important for English teaching. Additionally, I know

a lot of about teaching and how to be a professional English teacher in the future. On

the other hand, I had a lot of weaknesses of my real teaching practice after I wrote

about my self-reflection of my teaching Practicum. Therefore, knowing only the

theories is never enough for the trainees. As I mentioned before they need both

theories and practices. They need to apply the techniques they have learned by

applying the right practices, which, in this context, refer to the practices that the

trainees use the knowledge and skills they have learned to apply into the real

classroom atmosphere. The more they practice, the more they gain self-confidence

and can perfect their teaching.

Practicum is absolutely important for TESOL students who will be language teachers

after they completed the requirement courses and conducted the practicum courses

including classroom observation and practice teaching with homeroom teacher.

Moreover, after completed the observation and teaching period at PUC, West Campus

in the Kuma Reachea room with homeroom teacher Lun Peou, I obtained a lot of

experiences from homeroom teacher and my real teaching practice. I have learnt how

to be a good teacher in the future, and I do believe that being a good teacher I must

plan the lesson before teaching because the lesson plan is very important for teachers.

It is the guideline for every teacher on what they are going to teach.

65

In order to conduct the practicum successfully, the practicum students should fulfill

some important criteria that the supervisor assigned for.

Firstly, the teacher trainees have to join the practicum orientation and

practicum report writing orientation. These two orientations will help teacher

trainees to gain more knowledge on practicum. The practicum orientation

conductors will guideline the teacher trainee how to communicate with

homeroom teacher and how to prepare themselves before they start conducting

classroom observation and real practice teaching. Moreover, practicum report

writing orientation will help teacher trainees to write practicum portfolio

successfully.

Secondly, supervisor or practicum guilders must be clearly in delivering the

message and well-prepared in documenting for all student trainees and inform

the date and room precisely. If change, supervisor must re-inform to the

trainee before the date appointment. More importantly, supervisor must

recognize the trainees’ contact such as phone number and email.

Thirdly, the teacher trainees should ask the old generation practicum students

for advice and related document to use as sample. Those people will help and

show the weaknesses or obstacles they had met during their practicum period.

Fourthly, the student trainees should avoid delaying the tasks that the

supervisor requires them to complete. They have to prepare themselves for

their practicum period; especially, relevant documents to support practicum

effectively and successfully.

Fifthly, the student trainees should conduct the observation evaluation record

seriously. Don’t just go to observe for pleasures and invent the fake for your

report. Classroom observation will help teacher trainees having more

knowledge on language and they can compare between the theory and their

homeroom teachers approaches.

Finally, the university, supervisors and homeroom teachers should have own

responsibilities to enable the students to conduct their practicum successfully.

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Future Teaching Career Goals

Everyone has their own ambitions and perspective toward life. For me, my ambition

is that I want to be a professor in any universities in Cambodia, in the near future.

Actually, I have my own plan. After I graduate from PUC, I am going to open a

language schools in my province and I will pursue my MA in TESOL when my

schools run smoothly. I am going to be a language teacher forever because I have my

own school. Being a language teacher, I will have chance to help young generation in

term of educating them to have knowledge and morality in lives and develop my

professional in language teaching.

To be a successful educator, I always try to set and achieve my future professional

goals. Having been teaching English as a foreign and as a second language for over 6

years since 2005, I have achieved many long term and short term goals. From next

month, I will be a full time English language in private school in rural area, Siem

Reap Province in which I am going to run my own language school by myself. This

new challenging teaching position and language school director require me to set my

new professional goals and try to accomplish those goals according to my timeline.

To be a successful and passionate English teacher, my future teaching career goals

are:

1. Although I am an English language educator with many years’ teaching

experience, I feel it is very necessary for me to refine my knowledge of English

language and I have many weak points needed to improve. As a professional

language teacher, I must ensure to teach students the knowledge with 100%

accuracy, and share the beauty and richness of Cambodia and global culture with

my students. I must also learn the new technology which will enable me to teach

and prepare the instructional materials which reflect 21st century ideals for future

ready students. Live and learn will always be my motto.

2. I will take every opportunity to participate in ongoing professional development to

get a thorough understanding of the National Standards of Foreign Language

Teaching and Language Teaching Methodology. With the new approaches of

language teaching I will design my curriculum, so that my students will have

opportunities to collect, organize, interpret, evaluate and present information

critically and creatively in a variety formats.

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3. With the accumulated past teaching experience, I will continue to study the new

theories of methodology and pedagogy of language acquisition. Those theories

will help me to discover new strategies to teach the target language in a

communicative authentic context. Therefore, my students will apply what they

learn in my class immediately in their daily life, and reinforce their newly learned

language through the authentic communication.

4. I will work as a liaison between the school and community to advocator English

language by involving the parents in their children’ education and inviting the

community to provide resources for my students to learn the culture and practice

the target language.

5. I will also work hard to bridge my school with the schools in Cambodia by

establishing twin sister school system. I will invite English proficiency educators

from varieties of places to teach my students English language and encourage my

students to practice the language by using effective teaching materials and aid and

use the language in the real world.

6. I will pursue my Master Degree in TESOL to enlarge my knowledge in language

teaching and finally, I will pursue my Ph.D.

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Reference Byrne, D. (1991). Teaching Writing Skills (New ed.). New york: Longman Group UK

Limited.

K. Lynn Savage, G. B. (2010). Grammar Matters, Teaching Grammar in Adult ESL

Program. New York: Cambridge University Press.

Nhau, V., Sok, U., Kao, S. (2014). Practicum Handbook (2 ed.). Phnom Penh:

Pannasastra University of Cambodia (PUC).

Richeads, J. (2011). Interchange I (3 ed.). New York: Cambridge University Press.

Sophal, K. (2010). Methodology in TESOL (3 ed.). Phnom Penh: Pannasastra

University of Cambodia.

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Appendix A: Personal Information

Name : MEY SOPHEAKDEI Sex: Male

ID number : 35264

Date of Birth : November 10, 1987

Place of Birth : Kukrun Village, Mukben Commune, Pouk District, Siem Reap

Province

Degree Pursuing : Bachelor of Arts in TESOL.

Project Title : Practicum Portfolio

Starting Date : March 6, 2014

E-mail : [email protected]

Mobile phone : 010516435/087838335

Blog : www.pheakdeiangkor2012.blogspot.com

Practicum Portfolio

Documents

Transcript of Practicum Portfolio