Reflection Essay

INSTITUTE OF TECHNOLOGY OF CAMBODIA
ENGLISH SECTION
REFLECTION ESSAY
Written by: Phuong Pheakdey
Edited and Recommended by Teacher Morm Dorn
English Lecturer at English Section
of Institute of Technology of Cambodia
Academic year: 2016-2017

INSTITUTE OF TECHNOLOGY OF CAMBODIA ENGLISH SECTION
1
PHUONG PHEAKDEY
CIVIL ENGINEERING
MAY 28, 2017
Reflection Essay
Reflection essay is a kind of essay used for description about something or summarize about
lessons that we used to study clearly and in detail. Its process tell us exactly and understandably in
each lessons so it is vital for us to reflect essay as a brief essay. In this report, we have 5 lessons that
must be summarize as a reflection essay which are Croosing Cultures, What’s wrong with it?,
The world we live in, Lifelong learning, At your service and The past and the future. All those
lessons will be explained clearly one by one and most part of it came from teacher‟s explaining in
direct in class and our presentation along with Interchange 3, third edition student book and
workbook as a references in this essay.
Unit 5 Crossing Cultures
In this unit, we discuss differences among customs and the joys and difficulties of living in a
foreign country. Also, students talk about living abroad using noun phrases and relative clauses.
More important thing, we describe expectations and something using when and if clauses. Now, we
move on to describe about each points in this unit such as : WORD POWER, PERSPECTIVES,
GRAMMAR FOCUS, DISCUSSION, CONVERSATION, SPEAKING, WRITING, and
READING SECTION.
1. WORD POWER: The objective of this part is to describe a person‟s positive and
negative feelings about living abroad. And, teacher gave us to make a sentence by using the words
which express about someone‟s feeling such as: anxious, comfortable confident, curious,
depressed, embarrassed, enthusiastic, excited, fascinated, homesick, insecure, nervous,
uncertain, uncomfortable, worried…etc. After that teacher also asked us to choose among those
words which one expresses the negative meaning and which one express positive feeling. We also
had a group work to answer the questions given in student‟s books and then teacher selected one
student who is a representative of each group to answer the questions.

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2. PERSPECTIVES: If I moved to a foreign country… The objective in this part wants
us to know about noun phrases containing relative clauses in context and how to use it before we
learn it in grammatical part. Teacher asked some questions in the book about concerns we would
have about living abroad and also gave one solution to solve the problems. Some sentences was
asked by teacher as following:
o One thing I‟d really miss is my mom‟s cooking.
o Communicating in a new language is something I‟d be anxious about.
o Something I‟d be nervous about is making new friends, especially in a foreign language.
3. GRAMMAR FOCUS: In this part, they want us to know clearly about nous phrases
containing relative clauses and practice its using. Teacher accounted for noun clauses before starting
practice noun phrases containing relative clauses by given some documents related to this part
besides explaining in the book. After, he explained clearly and understandably about noun phrases,
quantifiers, relative clauses, relative pronouns, relative adverbs - that is- he wanted us to know
before starting the grammar in the book. The last but not long, teacher gave us to do the exercises in
the book and then selected some students to write down the answers on the board.
4. DISCUSSION: Going abroad: In this part, we had to discuss living a foreign country in
group and gave the reasons for answer. Teacher selected one student to read all questions aloud and
to ask another student for three questions. In this task, they want us to practice pronunciation,
intonation, sentence stress, and especially noun phrases and relative clauses. Teacher went around
class and listen directly what we were discussing. After time is up, teacher selected one student in
each group to write some of the problems on the board and corrected them by focusing on whether
we created sentences right or wrong with noun phrases and relative clauses.
5. SNAPSHOT: The objective in this part is to know about information about customs from
various countries especially its differences to the custom in our country, Cambodia. Frist, teacher
told us to introduce the topic of countries and customs as shown in the books with books-closed, and
brainstorm and tell to class our ideas.
6. CONVERSATION: What’s the custom? Teacher selected two students to read the
conversation between Marta and Karen discussing about the customs in their own country and also
told us to take a look about clauses with when and if in context.

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7. GRAMMAR FOCUS: Learning objective is to practice using with when and if for
expectations. In this part, we learned about creating polite sentences with expectation using when
and if. Teacher explained us its using and pointed out there are several ways to describe
expectations. After, Teacher told us to match information in columns A and B to make a sentence
about customs in the United Stated and Canada. Then compare with a partner.
Group Work: We need to work as a group to answer about the differences between the
customs in United States and Canada to our own country. Then, teacher selected one representative
in each group to speak aloud the answer.
8. READING: Culture Shock The objective wants us to read a diary, develop skills in
reading for main ideas and details about confused custom or strange custom which they have never
know before or it never happened in their own country. First, Teacher selected some of us to show
ideas the goal of its title and skim the text quickly to determine what type of writing this is. Next,
teacher explained and translated the text and wrote down difficult vocabularies on the board, and
allowed us 10mn to read the text and answer all questions.
Unit 6 What’s Wrong With it?
In this unit, students practice making complaints and describing problems. Also, students
describe problems using nouns and past participles as adjectives and discuss what needs fixing using
need with passive infinitives and gerunds.
1. SNAPSHOT: The objective talks about common complaints which they sometimes
happened on them. Teacher allowed us to see some common complaints in the picture and selected
one student to read aloud. After, teacher asked us three questions and wanted us to answer the
question in our real life whether some common complaints were happened on us or not. Next, some
of us told teacher and class about others complaint which we have met in our real life.
2. GRAMMAR FOCUS: Learning objective: practice describing problems with past
participles. Teacher explained that the two sets of sentences have more or less the same meaning
(e.g., We can say that something is torn or has a tear in it). Then, he started explaining the rule of
using it, its form and how to use it in a right way. Next, he told us to do the exercises in the book by
using past participles, to compare answer to partner and to write it down on the board to tell class
the correct answer. The last work is to describe two problems with each thing using past participle,

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verb, or noun forms of the words in the box. Look around your classroom. How many problems can
you describe? After completed our pair work, teacher chose some pairs to present as a conversation
to class by creating sentences using past participles.
3. ROLE PLAY: What’s the problem? Role-play a conversation describing problems
between a customer and a store clerk. Teacher allowed us to find a partner to role-play as a
customer and a clerk. Then, in each pairs, one was a customer and another was a store clerk. The
one being customer asked some questions to store clerk about some problems on our items or
devices. Next, another being store clerk answered suitable reason to customer. After done the
conversation, in each pairs change roles and try the role play again.
4. CONVERSATION: It keeps burning! Due to some technical problems, we can‟t listen
the rest conversation so teacher just selected two students to discuss a conversation and asked us
some questions such as: what were they talking about? Why Mr. Burr called Ms. Lock? What was
the problem? Will it be solved?
5. GRAMMAR FOCUS: Learning objectives: practice keep and need with gerunds;
practice need + passive infinitives. Teacher started explained the form and giving some examples
relating to keep + gerunds and need + passive infinitives. Here is some example given by book.
 Everything keeps burning.
 The alarm keeps going off.
 The walls need painting.
 The ceiling fan needs adjusting.
 The clothes need to be picked up.
 The rug needs to be cleaned.
By understanding well on this grammar point, we are allowed to do the exercises below that apply
what we had learned with teacher.
6. WORD POWER: Electronics Learn vocabulary for discussing things that can go wrong
with electronics items and its application to above grammar. It means that we complete sentences by
using keep + gerund or need + gerund or need + passive infinitive. Stick: won‟t move; Jumps:
moves suddenly; Solar-powered: receiving energy from the sun; Picks up: answers; Crashing:
failing, used for computers; Flickering: flashing on and off; Freezing; stopping completely;

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Jamming: not moving; Skipping: moving from one place to another suddenly. Then, let move to
work as a group describing a problem with an electronic item we own, don‟t identify it and want
other students to guess which items we had mentioned.
7. WRITING: A letter of complaint Due to our lesson relating to some common
complaints which we used to face every day, teacher wanted us to write a letter of complaint as a
homework.
8. READING: Learning objectives: read an article about a reality TV, show; develop skills
in skimming, reading for main ideas and specific information, and making inferences. Teacher‟s
instructions are:
 Read the pre-reading question aloud; remind us that skimming means reading quickly just to
find the answer, not carefully concentrating on each word.
 Told us that skimming individually for answer and raise our hands to let him know we are
finished.
First, Teacher selected some of us to show ideas the goal of its title and skim the text quickly
to determine what type of writing this is. Next, teacher explained and translated the text and wrote
down difficult vocabularies on the board, and allowed us 10mn to read the text and answer all
questions.
Unit 7 The World We Live in
In this unit, students discuss social problems and environmental concerns. They talk about
environmental problems, using the present continuous and present perfect passive tenses, as well as
prepositions of cause. Students also discuss what they can do about problems, using infinitive
clauses and phrases.
1.SNAPSHOT: Talking about the environment. Teacher‟s instructions are following:
 Books closed: Write the work environment on the board. It means that the land, water, and
air in which people, animals, and plants live.
 Book open: Teacher asked some question concerning to our environment such as “How
much trash did you see on the way to class today?” and „‟What kind of things? Where?‟‟

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2. PERSPECTIVES: Clean up our city! Listen to an announcement from an election
campaign and see the passive with prepositions in context. Teacher started explaining the text and
told us to focus with passive with prepositions being taught in next part.
3. GRAMMAR FOCUS: Learning objectives: practice the present continuous passive and
the present perfect passive; describe causes with by, because of, due to, through, and as a result of.
Because this lesson, next lesson and so on are taught by group of students and this lesson is my
lesson that I taught to students last month, so let move on what I had taught and described as my
own opinion along my team-mates. In this part, we would learn about present continuous passive,
and present perfect passive. So, let me explain about these two tenses, its using and its differences.
 Present continuous passive: use to express or state the progressive action that the object is
doer. Let see the examples below: 1. Too many trees are being cut down right now.
2.Our city streets are being damaged.
 Present perfect passive: use to express or state the action happened in the past and
continuous to present and the object works as a subject of a sentence.
1.Too many trees have been cut down recently/in the last few years.
2.Acid rain has been created as a result of the burning gas, oil, and coal.
Then, using form of those passive with some common prepositions such as: by, through, due to,
because of, and as a result of.
4. WORD POWER: World problems Learn vocabulary for discussing world problems.
 Explain the task. Read the question and the chart headings. Point out that there are no right
or wrong answers.
 We model the task like asking questions and giving answers such as:
T: What does drug trafficking mean?
S: Isn‟t it when people buy or sell illegal drugs?
After done in each group, joining another pair the compare the problems of each groups, then go to
present about the problem of each groups.

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5. GRAMMAR FOCUS: Learning objectives: practice infinitives clauses and phrases. We
wish to learn about how to create sentences by using form of infinitive clauses and phrases such that
a way, two ways…etc. Let see the example below:
 One thing to do about it is to talk to the company‟s management.
 The best ways to fight HIV/AIDS are to do more research and educate people.
6.WRITING: A letter to the editor In my presentation, due to our lesson relating to
problems and solutions so I with my friends decided to choose writing as homework and give us
back on next week. About this writing, students should brainstorm ideas and set the time to
determine the exact time. This writing is free writing which is a useful way of writing fluently to
generate ideas. After done this task, we will correct it and indicate what needs fixing(e.g.,
punctuation, word order, auxiliary, wrong word, missing word…).
7. READING: Develop skills in predicting, reading for main ideas, and identifying causes
and result. Before skimming context, students need to know difficult vocabulary first. Here is some
of it: Literally: according to the most basic meaning of a word; not exaggerated, Flooded: to
become filled or covered with water. Pollutants: substances that make air or water dangerously
dirty. Glaciers: hugs areas of ice that move slowly over the land. Polar ice caps: areas of thick ice
covering the North and South poles. Trend: a pattern, suffer: experience something bad, Coral: a
hard rock, Face an even worse fate: experience something more unpleasant. Teacher‟s instructions
finished.
Unit 8 LIFE LONG LEARNING
In this unit, students talk about learning preferences and types of learning styles, discuss personal
preferences using would rather and would prefer, and discuss ways to learn personal qualities
using by + gerund for manner.
1.SNAPSHOT: Talk about popular college majors. What are the most important universities
in your country? Are they private or public? What subjects do we study? Do many people go on to

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college? Why or why not? After teacher asked all these questions, then he selected some of us to
answers and show ideas with college in Cambodia especially in ITC.
2.GRAMMAR FOCUS: Learning objective: practice would rather(not) and would
prefer(not) to. Teacher explained us the differences between these two expression and its forms so
let see: Would rather takes the base form of the verb and Would prefer usually takes an infinitive.
Both are followed by not in the negative. Let see examples below:
 Would you rather take a media class or a health class? I‟d rather take a media class.
 Would you prefer to study film studies or broadcasting? I‟d prefer not to study either.
 Let‟s join a choir. I‟d rather not join a choir or I‟d prefer not to join a choir.
Let move on another grammar focus talking about By + gerund to describe how to do things. To
create sentences, we just use by and follow by gerund. Let see examples:
 You can improve your accent by talking to native English speakers.
 A good way to learn new vocabulary is by studying a „‟learner‟s dictionary‟‟.
By understanding well on this grammar point, we are allowed to do the exercises below that apply
what we had learned with teacher.
3.READING: Learning Styles Learning objectives: develop skills in understanding
vocabulary in context and reading for specific information; develop discussion skills; read a
magazine article. Teacher‟s instructions are:
finished.
First, Teacher selected some of us to show ideas the goal of its title and skim the text quickly
to determine what type of writing this is. Next, teacher explained and translated the text and wrote
down difficult vocabularies on the board, and allowed us 10mn to read the text and answer all
questions.

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Unit 9 AT YOUR SERVICE
In this unit, students discuss several contemporary topics, such as professional services and
dating. Students talk about service, using causatives and discuss services and dating using three-
word phrasal verbs and make suggestions with a variety of structure.
1.SNAPSHOT: Talk about commonly offered services
 To explain the concept of services, and ask about their haircuts
 Go over the information in the Snapshot. Point out that these are eight services that people
commonly offer in the U.S.
 Teacher explained new vocabulary
2.PERSPECTIVES: Objectives: discuss problems; see have or get something in context.
Teacher asked some questions in the book about problems we would have about our daily life, and
also gave one solution to solve the problems. Write ideas with have or get something as following:
Get a hair cut; get someone to upgrade my computer; have lots of works complete next week…etc.
3.GRAMMAR FOCUS: Have or get something done and making suggestions
Making Active: You can have a repair shop fix your bike. Have + someone + base form verb
You can get a repair shop to fix your bike. Get + someone + infinitive verb.
Making suggestions or giving advice: 1. How about/What about/Have you thought about+ gerund?
2.It might be a good idea/One thing you could do is + infinitive? 3.Maybe you could+base form
verb. 4. Wh don‟t you + base form verb?
4.READING: Improve Your Memory, Improve Your Life Learning objectives: develop
skills in understanding vocabulary in context and reading for specific information; develop
discussion skills; read a magazine article. Teacher‟s instructions are:
finished.

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Unit 10 THE PAST AND THE FUTURE
In this unit, students talk about significant historic events around the world and future
predictions, and important past events using time references along with the future with a variety of
structures.
1.SNAPSHOT: Talk about fifty years of popular fads. Book closed: Write following on the
board and match these things in snapshot with the date they became popular. Then, teacher asked us
some questions relating to fads in our country or fads that we used to see.
2.GRAMMAR FOCUS: Referring to time in the past and predicting the future with will
We have three points of time such as: 1.A point of time in the past: During…., In…, and Over….
2. A period of time that continues into the present: Since…, For about…etc.
3.A period of time in the past: From 1960 to 1980. For 20 years.
Let move to another part of grammar-that is- will, the future continuous, and the future
perfect for future events. There are many ways to describe the future in English. Teacher selected
some of us to write the three future tenses with examples on the board, then explain it to class. Here
are some examples of the three future tenses below:
1.In ten years, flight from New York to Tokyo will take less than two hours.
2.Soon they will sell/will be selling computers that can translate language perfectly.
3.By the middle of the 21st
century, scientists will have discovered a way to prevent aging.
The last but not long, teacher gave us to do the exercises in the book and then selected some
students to write down the answers on the board.
4.READING: The Global Village Learning objectives: develop skills in understanding
vocabulary in context and reading for specific information; develop discussion skills; read a general
knowledge article especially about our world. Teacher‟s instructions are:
finished.

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References:
1. Jack C. Richards with Jonathan Hull and Susan Proctor, Interchang 3 student’s book
and work’s book third edition, Cambridge University Press in 1998
2. Jack C. Richards with Jonathan Hull and Susan Proctor, Interchang 3 teacher’sbook
third edition, Cambridge University Press in 1998
3. Some documents relating to grammar focus by Teacher. Morm Dorn
4. List of vocabulary
5. Others...

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