Unit 8: Student Development

By prof. Mao Saroeun, M. Ed (TESOL)

Aims:
 To enhance student learning
 To shape students’ professionalism
 To enrich students’ values.
1. Starter activities
 Look at the photos on page 63.
1. Do these students need or want the same
things from school or college?
2. Can schools or colleges give all these
students what they need and want?
2. Before reading
1. What problems do Cambodian students
have in common?
2. What are the solutions to their common
problems?
2. Before reading: Matching collocations
Word Collocation
a. Strict Uniform

b. To give Subject

c. Career Punishment

d. Academic Discipline

e. Lenient Incentives

f. Corporal Lines

g. School Relationship

h. Decent Information

i. Pupil-teacher P.E. equipment

2. During reading
 Isthere any one thing that all these school
leavers wanted from school?
2. Post reading
1. The school leavers above had strong
opinions on school discipline, building,
subject choice, etc. In secondary schools
how much should the students be
consulted on how to run the school?
2. What did you enjoy most about your
own experience of school?
3. What helped you develop as a student?
4. What would your perfect school be like,
for you as a teacher?
 3. Grammar: Second conditional
 Complete the rule
If + the …. tense + ……….+ infinitive without to
 When is it used?
Second conditional is used ……………..
 3. Practice: Second conditional
a. If we ….. (have) more money we could
paint the school.
b. If there …. (be) more teachers in schools
we would give students more career
information.
c. If teachers …. (not teach) so many hours
they could have more time to talk to their
students.
d. If student always …. (choose) all their
own subjects to study they would have to
think hard about their future.
5. Writing: A letter
 Imagineyou are a student at the school
you teach now. Write a letter to a friend
saying what you think of the school and
how you would like it to change.
6. Speaking
 Completethe sentences with your opinions
about your current school.
a. School rules should allow students to ….
b. The school syllabus should allow students to
…
c. Teacher-student relationships should allow
students to ….
d. School facilities should allow students to …
6. Speaking: Language functions
 Expressions of asking for clarification.
 What do you mean by …?
 What does …. mean?
 Sorry, what did you say?
 Sorry, I didn’t quite understand.
 How do you say …?
 What’s the English for …?
 What do you call it when you …?
 Can you speak a little more slowly/ a bit
louder?
Consolidation
 Teachersshould be patient, empathize
with students, be sociable, enjoy teaching,
help students and be tolerant? Do you
agree? Why/ why not?
8. Classroom instructions:
Introducing a grammar activity
 Read them and fill in the blanks.
“Ok, now we are going (a) … some grammar work.
Now I’ve written 4 sentences (b) … the board- they
are all taken (c) … the passages we’ve read, so
they’re all about “May Perfect School.” Now, (d) …
anybody tell me what these sentences have (e) …
common? Yes, that’s (f) … they all contain would,
they’re all hypothetical, they’re all (g) …. Of the
second conditional tense. And that’s the grammar I’d
like you to study now. Ok, now, first (h) … all, tell
me- are these sentences talking (i) … sth that has
happened, sth that might happen or sth that hasn’t
happened yet”.
9. conclusions
1. Teaching-related vocabulary
 They are qualities that students of all ages
might look for in a teacher. Which ones have
you experienced as a student? Which ones
can you offer as a teacher? Which ones, if
any, do you find difficult to give?
 Strictness, willingness to communicate,
gentleness, fairness, understanding, empathy,
respect, kindness, patience and tolerance.
9. Conclusions
2. Reflections on teaching
 Write 6 rules for teachers who want to
encourage student development.
End of unit 8

Qs and As