Royal University of Phnom Penh Teaching

Methodology
Institute of Foreign Languages Lecturer: Tep Sothearith
Department of English Semester 1
I. Introduction

Being a year-4 student, in Teaching Methodology requires us to design a sequence of

techniques based on the data given to teach one session (80 minutes) of Core English One to

the freshmen at IFL. To do so, I have chosen reading to be included in my teaching because I

think freshmen should be encouraged to read more, especially about what is easy and

interesting which will improve their reading skill for academic life and in other aspects. 80

minutes is enough for me to include 6 techniques, such as Word-Hunting, Read and Answer,

Correct Sentences, Fill in the Question Gaps, Ask and Answer, and Students Prepare

Questions. By the end of the lesson, students will be able to compare and share their answer

with the class, and construct their own questions from the reading passage that will shows

their potential in doing reading activity.

II. Procedure (80 minutes)

There are 6 techniques to be practiced in this session and they are described to

illustrate important point in order to build up a lesson. For the first 5 minutes, teacher greets

the students and checks attendance. Teacher then writes the word “Adrenalin” on the board

and asks the students the word’s meaning. After that, the teacher gives the right definition

and elicits to them by giving example. Teacher begins to ask more whether they have ever

done a parachute jump or not and would they consider doing a jump? The reason why teacher

ask these questions because she wants to give example of Adrenalin as it will be produced

when we feel excited, scared or angry. By doing this warm up, teacher want to interest

students in a topic and prevent them from misunderstanding.

In the first technique, teacher asks the students “Have they ever given up when facing

any problem?” Then the teacher tells them turn to page 33 and read the story about a man
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Prepared By: Hor Nika 12/09/2010

 Royal University of Phnom Penh Teaching
Methodology
Institute of Foreign Languages Lecturer: Tep Sothearith
Department of English Semester 1
who is addicted to skydiving. After that, teacher gives student the handouts on which there

are 10 definitions of the words in the passage. Students are given 5 minutes to work with their

partners in order to find the words fitting the definitions. By doing this technique students

will improve their scanning skill in other to find the key words.

Proceeding to technique 2, teacher asks students to read the passage again and answer

the 3 questions in point number 2. Teacher provides help where necessary either with

vocabulary or context. Students are allowed to compare their answers with the one who sits

next to them then teacher checks the answer all together which could spends approximately

20 minutes. By doing this technique students can comprehend the passage to answer the

questions that involve both scanning and critical thinking skill.

In technique 3, students are given 10 minutes to correct wrong details of the story in

point number 3. In addition, they can read the text again if necessary. After that teacher asks

students to read out the correct sentences and show where each correct detail is. By doing this

technique students will learn how to get the right information about the passage which makes

them memories it unconsciously.

Moving to technique 4, teacher gives students 7 minutes to supply correct words

individually into each question as they can from memory. After completing, they can look

back at the text on page 33 to check their words whether they are right or wrong. Then few

students are called out to write the correct word on the board in order to check as a whole

class. By doing this technique students will be able to use their memory to complete the

questions with words that they remember.

In technique 5, teacher spends another 10 minutes to make students work in pairs

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asking and answering all the questions that have been filled the words in. Each pair needs to

Prepared By: Hor Nika 12/09/2010

 Royal University of Phnom Penh Teaching
Methodology
Institute of Foreign Languages Lecturer: Tep Sothearith
Department of English Semester 1
take note because the teacher will ask 2 or 3 students to talk about their partners’ response.

By doing this technique students learn to interact with their partners by asking and answering

the questions, and they can talk about their feeling and experience related to Mike’s story.

The last technique which is the main one requires students to work in group of 3. All

groups need to discuss altogether in order to produce 3 questions from Mike’s story by

leaving free line under each question for the answer. Obviously the teacher helps and

monitors at this stage. Then the groups pass their questions to other groups and, in turn,

receive questions from other groups. They then discuss and answer the questions. After that

they pass their answers back to the other groups and receive back their original question

papers which now have the answers from other groups. They compare and discuss these

answers. This technique enables students to have a clear purpose to read the passage again

carefully and learn to construct their own questions.

For the last 3 minutes, teacher asks students what they have learnt from the story of

Mike and gives some comments about him as the whole class. Then teacher gives praise and

say good bye to the student.

III.Seven features of the main technique

1) Objective: By doing the technique students can:

- have a clear reason to read the passage again carefully

- learn to construct their own questions from the text

2) Technique: Students prepare questions

3) Data: Reading Passage

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Prepared By: Hor Nika 12/09/2010

 Royal University of Phnom Penh Teaching
Methodology
Institute of Foreign Languages Lecturer: Tep Sothearith
Department of English Semester 1
4) Guide: Teacher’s instruction

5) Response: 3 questions and answers

6) Work Arrangement: Group

7) Time: 20 minutes

IV. Techniques Linkage

According to the 6 techniques above, teacher takes advantage of the first technique,

word-hunting; by introducing vocabulary to students in the passage then in technique 2 they

will have knowledge to get the clear information in order to find the correct answers. What

they have answered from technique 2 will help students to remember the details of the story

at least some for the next technique. After correcting the wrong details, students move on to

supply words in the question gaps, based on their memory from doing previous technique.

Then with the questions that have been filled are used in technique 5 for the students to ask

and answer with their partners. Moreover, the last technique is asking the students to make 3

questions as they have practiced in the previous technique based on the reading text.

V. Conclusion

With all efforts that I have put on planning this procedure I hope that it is well-

organized that may lead to enthusiastic lesson. By designing all the techniques is just to meet

the lesson’s objective in an interesting and meaningful way because during lesson they are

asked to read the text again and again with purpose. In addition, this reading activity allows

learner to widen the four macro skills, particularly reading skill. Reading is not just a one-

way communication but also two-way communication that we can use to interact with other
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learners in the class. To sum up, a good learner should be good at reading.

Prepared By: Hor Nika 12/09/2010

 Royal University of Phnom Penh Teaching
Methodology
Institute of Foreign Languages Lecturer: Tep Sothearith
Department of English Semester 1

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Prepared By: Hor Nika 12/09/2010