Friendship Travelling

this clip is taken by Mr. Sovannarith We were traveled with
each other on June 15, 2010

My History

MY HISTORY
My name is Soem Sovannarith is a second year student at Cambodian Mekong University, major is English for Business. Nowadays, I stay at Butomvatey Pagoda, Sangkat Chakttomuk, Khan Doun Penh, and Phnom Penh. I was born in Kampot Province on August 08, 1988. There are seven members in my family: my grandma, parents, older sister, and two younger brothers, and me. My parents are farmers.
After I was born 4 year in 1992, my mother sent me to live at my grand parents of father in rural area. It is 40 kilometers from my house. Over there I live with 7 members: grandparents, three aunts, uncle, and me. I lived there about two years, my mother takes me back. After that, my parents left to work at Prah Sihanou Vill (now province), so I lived with my grandmother and three siblings in 1994. My grandma is a yellow noodle with soup seller at primary school that I studied. It is Pichey U dong Primary school from my house about one kilometer. In that time, I always get up early to assist my grandma. My grandma gives me 400 riel per day to buy something I think that it is enough to spend during the child and for my study is good in the primary. I am very happy with my studying because it no need a lot for support in the school. And I also had free time for traveling with my friend and especially with my grandma. For example, my grandma brought me to Phnom Chiso, Phnom Tamou (Takeo Proving) and also we went for a walk with each other during big celebrates like Bun Pchum, Khmer New year, and chines New Year.
In 2000, I am a secondary student at Prah Reach Sampea Secondary School. In this time, my parent back home to live with us, my mother stays at home and father is a taxi driver. I am very so sad, because the father is turnover the car. During my family is poor than before nothing to pay back the passenger, so my grandma and my mother loan the money 2500$ to pay back for the passengers. Fortunately, my father has alive yet. Studying at secondary school is better, and I have ever got the compliment letter in grade seven. I also visited Prah Sihaknu vil with my father and grandma (Ochher Teal beach), dock and other places.
In 2003, I am a student of Prah Reach Sampea High School. In this year I started making a lot of friends, we were walking with each other like went to Kep Beach, Toek Chhou, and other resort. After I graduated grad 12 prepared to get nation examination to success in high school.
After I got pass in 2006 I stayed at home for six months, I applied for a job in Svay Reang Province. The information of this job was known by my uncle lives in Phnom Penh who his friend worked in this company. He called me to apply and complete application form on the end of November 2006, and he told me that pleas wait for calling because the company was still building. So I wait for the job for five months just he called me to work there on April 11, 2006. When I heard this inform, I am so happy and tomorrow I left my family to go to get the first job. I left home from 6:00 AM arrived Phnom Penh at 10:00 AM and had lunch at Botumvatey Pagoda that place of my uncle. I continued to the Svay Rieng Province After I have lunch already. I got svay Reang Province at 4:00 PM. I went to see the manager of human resources of this company that call Las Vegas Sun Hotel and Casino. When I saw it first I think that it is so large and modern place. During I saw the manager, he gave me an application form to fill again, and he told me that wait for tomorrow to interview. I just finished high school, so I did not know what position that I should apply. Because he was interviewing the staff of food and beverage department, I applied for the waiter.
Unfortunately, the sun got down to the west and night is closer and closer. Where can I stay? I am very afraid, because I have a lot of thing and some money to support my living. It is time for having the dinner I walked to find the restaurant to have. It is so happy because I saw the small restaurant next to the company. I entered this restaurant and have a plate of fry rice with lok lak with two candidates who I had know during complete the form of application. During the eating I told life line to the owner. After she listened to me, she pitied very for us, because she is from other province like us, so she let us stay for three day. But we have to serve the customers until 4:00 AM that I have never before. After that, I rent the room is far from company about 2 kilometers. Fortunately, I got pass of this position that make me so happy and stay at this rent room for three months just company give us a room for staying.
In my mind think about studying at the university but I do not have enough money for pay for school. So I have to struggle to work to save the money for continue studying.
After I worked a half of the year, my uncle requested the scholarship’s Sor Kheng Excellency minister of ministry of the interior who he gave to Human Resources University for poor students. So I stopped working to continue studying on October 15, 2008 at Human Resources University, major is banking in afternoon shift. It is not easy to learn at University in Phnom Penh, I stay at the pagoda. I learned at HRU for three months, my uncle requested scholarship one more university is Cambodian Mekong University that is Sam Dech Heng Samrin’s Scholarship. I started studying on the end of February 2008, major is English for Business.
I study two universities at the same time is very difficult for me but I think that my life is very lucky that I have learned two universities by no need money for paying. I would like to show gratitude for my grandma, parents, and uncle. They always provide me good advices and support me for studying, would like to thank all lecturers; they always spend a value of time, power, and moral force to lecture me. I wish all get 4 kinds of Buddha are age, class, comfortable, strength and successful in life.

Advantage and disadvantage of studying English grammar

Advantage and disadvantage of studying
English grammar
I. Introduction
We learn grammar because the public wants us to, indeed demands it. For if there is a literacy "crisis," then he obvious solution must be to get "back to the basics." And what could be more fundamental to language arts instruction than a rigorous component of "grammar"? But that's not good enough. The wide and uncritical public acceptance of the need for ram- mar instruction should not make the question "Why?" A moot one for us, the language instruction professionals. We must have academic answers to justify spending the time, a rationale which explains how studying grammar fosters skills or enriches content we want students to learn.
Learning English grammar is not easy to learn because it has many forms and differences usages especially in the macro skills of English, so some students say that study English grammar is not importance for our macro-skills and some say that study English grammar is very importance for our macro-skills. Because of these ideas I would like to discus some reasons about this topic whether studying English is more advantages or disadvantages.
II. Discussion and finding
- What is Grammar?
the word grammar has to mean "the set of organizing principles which native speakers intuitively follow." In this sense grammar is the unconscious knowledge which we learned as very young children during language acquisition. Why should we study English Grammar? you know how to put words together in a sensible order and add the right endings. Whether or not you've ever opened a grammar book, you know how to produce combinations of sounds and of letters that others can understand. After all, English was used for a thousand years before the first grammar books ever appeared. But how much do you know about grammar. Grammar is the system of a language. People sometimes describe grammar as the "rules" of a language; but in fact no language has rules. Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of wordsThe following is the six reasons for study English grammar.
- Accepting the Challenge: "Because It's There." People are constantly curious about the world in which they live, and wish to understand it and (as with mountains) master it. Grammar is no different from any other domain of knowledge in this respect.
- Being Human: language is involved with almost everything we do as human beings. We cannot live without language. To understand the linguistic dimension of our existence would be no mean achievement.
- Exploring Our Creative Ability: Our grammatical ability is extraordinary. It is probably the most creative ability we have. There is no limit to what we can say or write, yet all of this potential is controlled by a finite number of rules. How is this done?
- Solving Problems: Nonetheless, our language can let us down. We encounter ambiguity, and unintelligible speech or writing. To deal with these problems, we need to put grammar under the microscope, and work out what went wrong.
- Learning Other Languages: Learning about English grammar provides a basis for learning other languages. Much of the apparatus we need to study English turns out to be of general usefulness.
- Increasing Our Awareness: After studying grammar, we should be more alert to the strength, flexibility, and variety of our language, and thus be in a better position to use it and to evaluate others' use of it.
III. Advantages and Disadvantages of Grammars
1. Advantage of Grammars
The learning a foreign language was considered to be merely a part of a liberal education or an intellectual exercise through the study of grammar and literature. It was automatically assumed that anyone studying foreign language as a major field was going to be either a teacher, an interpreter, or a translator and had no other career options. There is still a need for people in those professions. There is also a growing need for individuals who possess advanced skills in foreign languages and are trained in various technical areas. This is a result of increased activity in international business, the inflow of large amounts of foreign capital to the United States, increased internationalization, and an expanded awareness of the need to conduct not only business but also diplomatic relations in the language of the host country. . Given that some kind of formal grammar seems to be taught in most school systems outside the Anglo-Saxon world (Hudson 1998), and given that it is usually taught for the sake of its effects on writing, there must (one would think) be some research on its effectiveness. This bibliography is meant to grow, so I welcome suggestions for addition or correction. When talking about language skills, the four basic ones are: listening, speaking, reading and writing.
- Writing Skill
Writing is the representation of language in a textual medium through the use of a set of signs or symbols (known as a writing system). Writing may use abstract characters that represent phonetic elements of speech, as in Indo-European languages, or it may use simplified representations of objects or concepts, as in east-Asian and ancient Egyptian pictographic writing forms. However, it is distinguished from illustration, such as cave drawing and painting, and non-symbolic preservation of language via non-textual media, such as magnetic tape audio.
Writing is an extension of human language across time and space. Writing most likely began as a consequence of political expansion in ancient cultures, which needed reliable means for transmitting information, maintaining financial accounts, keeping historical records, and similar activities. Around the 4th millennium BC, the complexity of trade and administration outgrew the power of memory, and writing became a more dependable method of recording and presenting transactions in a permanent form (Robinson, 2003, p. 36). In both Mesoamerica and Ancient. Egypt writing may have evolved through calendrics and a political necessity for recording historical and environmental events.

- Speaking Skill
Speaking a language, whether it is our first or second language, grammatical mistakes will be made. The aim of this essay is to look into what kinds of mistakes some Swedish learners of English make when speaking English and to analyze why these mistakes are made. The essay also aims at looking into what grammar teaching can look like in Sweden and how some teachers look upon their students’ oral proficiency.
The method used for this study was a qualitative one, namely interviews. Twelve students, eight in grade seven and four in grade nine, and two teachers were interviewed. During the interviews with the students a Dictaphone was used. When interviewing the teachers notes were taken, and these have been the foundation of the analysis. results showed that many of the mistakes made by the students seemed to originate in transfer from their first language.
- Listening Skill
Listening is a critical part of communication, and poor listening can contribute to a host of interpersonal and organizational problems. Because a great deal of communication time is spent listening, errors are often costly. Communications research indicates that listening errors are common; organizational members often listen inadequately, hindering personal and organizational success.
There are two major types of listening: recall listening and empathic listening. With recall listening, a person attempts to correctly interpret and remember the content of what another person says. Recall listening can be improved greatly by minimizing distractions and practicing other good listening habits. Empathic listening involves expressing certain attitudes toward the speaker, such as openness to their message, enthusiasm, and concern. A good empathic listener will use nonverbal signals like nodding and eye contact to indicate a willingness to hear the message.
- Reading Skill
Reading of difficult classical texts is begun early. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue. Little or no attention is given to pronunciation.
2. Disadvantages of Grammars
The Grammar may make the language learning experience uninspiring and boring. The Grammar Translation Method may also left the students with a sense of frustration when they travel to countries where the studied language is used (they can’t understand what people say and have to struggle mightily to express themselves at the most basic level. This method neither approaches nor encourages the students’ communicative competence. This method requires few specialized skills on the part of teachers. Grammar rules and Translation Tests are easy to construct and can be objectively scored. Many standardized tests of foreign languages still do not attempt to test communicative abilities, so students have little motivation to go beyond grammar analogies, translations and other written exercises.
Writing the paper on different types and forms of teacher and peer feedback in writing instruction for the purposes of understanding their advantages and disadvantages to improve the process of learning. I'm writing this entry in the hope of both sharing the ways it is done in my classroom and having some discussion about your approaches to giving feedback on your students writing. Students receive different types of feedback on their writing, such as peer feedback on their first draft and teacher commentary on the second one. Peer feedback is given to students in class and has to address the questions about the content, organization and the mechanics of their peers’ essays at a basic level.
Reading so far shows a number of directions in which the system of feedback might’ve described can be improved. The teacher feedback should be made more specific and focused. Being selective is very important not to overwhelm the students with the amount of correction made in their drafts and to let the teacher save some time on commenting on the students' papers, which is one of the most time-consuming activities anyway. Make good use of peer feedback they should be systematically trained how to do it, with one of the suggestions being the teacher using one of the student's papers to model good examples of giving feedback.
Conclusion
Indeed I studied and researched by internet and some books that writing about Grammar I can assess that the advantage of studying grammar is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children, can all do grammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences that knows about grammar. People associate grammar with errors and correctness. But knowing about grammar also helps us understand what makes sentences and paragraphs clear and interesting and precise. Grammar can be part of literature discussions, when I and other students closely read the sentences in poetry and stories. And knowing about grammar means finding out that all languages and all dialects follow grammatical patterns.











Recommendation
Students benefit much more from learning a few grammar keys thoroughly than from trying to remember many terms and rules. Experiment with different approaches until you find the ones that work the best for you and your students. Some teachers focus on showing students how phrases add rich detail to sentences. Other teachers find that sentence diagrams help students see the organization of sentences. Some use grammar metaphors some emphasize the verb as the key part of speech, showing students how the sentence is built around it and how vivid verbs create vivid sentences. Whatever approaches you takes to grammar; show students how to apply it not only to their writing but also to their reading and to their other language arts activities.

Benefits of the University Foundation Year

The University Foundation program, is an intensive, focused program which guarantees entry to the University upon successful completion.
All our programs have been developed in conjunction with the partner universities themselves, especially for international students.
Why choose a Foundation program?
Taylors College Foundation Programs are unique, dedicated pathways to some of the most prestigious universities in Australia and New Zealand.
1. A guaranteed place at the University of your choice
If you meet the necessary grades, you’ll receive an offer of a place in the undergraduate course of their choice at the partner university.

There is no competition to enter the program if you meet the entry requirements.

To see what grades you need to get, chose one of the Foundation program links below:
• Monash University Foundation Year
• Taylors Auckland Foundation Year
• The University of Sydney Foundation Program
• The University of Western Australia Foundation Program
2. A history of success
Taylors College has been preparing students successfully for 90 years. Every year, almost 100% of our students are offered a tertiary place.
The academic and personal support systems in place ensure that you have the best opportunity to achieve your goals.
3. Program designed by the University
The combined educational expertise of both the University and Taylors has been employed to create this Foundation program – providing you with the perfect academic stepping stone into university-level studies.
4. A smooth transition to University
Our delivery of the Foundation program encourages you to adapt easily to the Australian tertiary academic system. You will benefit from the small classes and timetabled tutorials. You will learn how to work in groups, become leaders, conduct research and deliver presentations - all of which will help you succeed at university.
5. Flexible study options
After completing the first semester you may have the option to repeat a unit, take a different subject or extend your program and study at a slower place. You will be counselled through this process on an individual basis to select the best study option.
6. Our staff are experts in their fields
As experts in teaching international students, the experience of our staff will allow you to excel in your studies. You will benefit from a variety of teaching methods including classes, tutorials, group work and presentations.
• Meet our Auckland staff
• Meet our Melbourne staff
• Meet our Perth staff
• Meet our Sydney staff
7. New study opportunities
Our Foundation program provides an opportunity to enter a discipline you have not studied before. The Extended program provides you with the background you need in subjects you have not taken before.
This will allow you to enter a new world of opportunities at university and beyond.
8. We provide the best support
While studying with Taylors, you will be supported in every aspect of your studies and personal life. From small group tutorial classes and printed Study Guides, through to help with all aspects of life outside College hours – you will be in he best hands.
We offer career counseling, accommodation placement and on-campus health care. We even pick you up at the airport when you arrive!

The University of Cambodia Foundation
The University is a privately-funded institution: it receives no financial support from the Royal Government of Cambodia. Thus, its survival and its quest for long-term academic excellence are dependent on being able to attract funding from outside sources. Generous donations from diverse people throughout the country and from around the world have meant that, for the first two years of the University's existence, we have already been able to set up the basic infrastructure (including one of the largest libraries in Cambodia and computer labs with free internet access), hire faculty and offer scholarships to deserving students.

However, there is a need for a more formal arrangement for the obtaining and disbursing of funds from donors. To this end, the University of Cambodia Foundation was established in 2005. It is dedicated to seeking financial support from private individuals, corporations, organizations, and other foundations interested in helping the University of Cambodia achieve its mission of providing a superior higher education for the next generation of top Cambodians. The Foundation also has the responsibility of providing careful management and distribution of the funds raised, to ensure appropriate allocation of donor gifts. This dual role means that gifts will be utilised according to any specific wishes of their donors. To achieve this, the Foundation is administered by Grant Committee, under the oversight of the University’s President and Chancellor.

The Foundation has three core aims for the dispensation of the funds and other donations which it receives:

1. to support the employment of faculty who are experts in their respective fields, and thereby enhance the quality of the teaching provided;
2. to establish a research environment – the first in any Cambodian university (in stark contrast to the situation in established universities elsewhere) for the promotion of research and investigative studies relevant to the country's future development;
3. to also, in the longer term, promote the accessibility of higher education to those in the provinces, through the establishment of community colleges (following the American model) in Siem Reap, Kep and elsewhere.

In this way, we aim to help rebuild a vibrant professional middle-class, and so help reinforce the continuing development of democratic institutions, where individuals can advance themselves based on their respective merits and talents.

The Foundation is a part of The University of Cambodia, and is responsible for ensuring that 100% of all funds received are used to support the teaching, research and scholarships at the University, and cannot be reallocated by the state or any other third party. This means that any donations will be beneficial for the long-term development of Cambodia as a whole.







You can make a difference to Cambodia's future
The present revenue from students is inadequate to meet the running costs of the University of Cambodia, never mind provide income to be invested in the University's further development and expansion.

Therefore, the University of Cambodia Foundation would be most grateful for any donations of cash, whether this is for immediate access or used to set up an endowed fund (see next section). In addition, we would also be grateful for gifts in kind (for example: books, computers and other equipment, or property), although please contact us beforehand for confirmation about our requirements.

One possibility to bear in mind is an Honorary or Memorial gift to the University of Cambodia, to recognize special individuals. A gift made in honor or in memory of a family member or a friend, a teacher or a student is a thoughtful way to remember a person’s accomplishments.

Unless the donor specifies otherwise, cash gifts and earnings from endowed funds will be used at the discretion of the University, to allow us more flexibility in responding to changing needs and requirements. For example –

• to supplement the University’s administrative costs;
• to provide poor students with scholarships to support their academic endeavors;
• to recruit and retain outstanding faculty and researchers, as part of our drive
to enhance established teaching and research programs or start new programs of
study;
• to develop facilities such as the Library, and Computer and Science Laboratories;
• to renovate and upgrade old buildings and construct of new ones; and
• to assist in the University’s community development projects.

However, if the donor prefers, the use of the money by the University will instead be restricted to a particular purpose or project, as discussed with the Foundation Committee. Whatever you donate, you will be issued with an official receipt from the University of Cambodia Foundation to acknowledge your generosity and public- spiritedness. Furthermore, to honor the commitment and generosity of our supporters, the University has established five levels of recognition, with various benefits:

• Friends of the University of Cambodia (donation of $100 or more)
• Honored Members (donation of $500 or more)
• Distinguished Members (donation of $1,000 or more)
• Esteemed Members (donation of $5,000 or more)
• Chancellor’s Circle Members (donation of $10,000 or more)

On top of this, for those who donate sufficiently large amounts to the Foundation, the University of Cambodia will be pleased to name Colleges, Centers, Headships, Chairmanships, Scholarships, and various facilities according to these supporters' wishes.

Note: However, in all cases, your wishes regarding publicity and/or anonymity will be respected by the Foundation.












University of Cambodia
Academic Foundation Department
Strategic Plan 2009-2015
• Click here to read in Khmer
Introduction
The Academic Foundation Department of the University of Cambodia aims to build on its progress, since it was first established in 2005 and registered and recognized by the Accreditation Committee of Cambodia (ACC) (ACC: number 34/05), and it subsequently received Full Accreditation Certificate for Academic Years 2006-9 (Decision Number 129/07, dated September 3rd, 2007).
Thus AFD’s goal is to reinforce its position as a leading provider of Foundation Year studies for new Bachelor's degree students, as the first, transitional component in the University of Cambodia's undergraduate degree programs.
The following is a proposed plan, produced by the AFD Curriculum Development Committee, to further enhance the Foundation Year Program by (1) strengthening its institutional development; (2) engaging faculty whose teaching will encourage and inspire students to learn and understand the importance of the Foundation Year courses; (3) building up the management team of AFD to respond to the needs of students; and (4) carrying out regular seminars on the Foundation-Year Program and to receive feedback from students.
Vision
To live up to its name and provide students of Cambodia with the strongest foundations for getting the most out of their time as undergraduate students in terms of not just the knowledge acquired through instruction but also a broader understanding about how to acquire knowledge independently and how to assimilate it into their existing corpus of information and ideas to generate new insights.
Mission
To make the Vision a reality there is a need to encourage the students to develop confidence and independence, together with the necessary thirst for knowledge and deeper understanding. In turn, this requires them to be encouraged to ask questions and then seek answers to these questions, so that they can refine and extend their understanding of the world around them, in general, and their chosen field in particular.
Such aspirations require the need for qualified and committed staff and instructors, ones who manifest the same qualities as we desire to nurture in our students. In addition, this requires reinforcement by identifying and using the best teaching materials.
Because the Foundation Year is an integral part of the undergraduate degree program, there is a need for consultation and cooperation with the Associate Deans (ADs) of the different colleges and others who are involved in the individual degree programs, and who thus have a more specific and in-depth knowledge of their particular fields.
Thus, the AFD must serve as a bridge, to ease the transition from a high-school learning environment to a more academically rigorous one. This will be achieved through Orientation activities and a commitment to providing advice on academic matters whenever it is sought: to educate new students about what is expected of them in higher education, so that they are encouraged to overcome self-doubts about their capacities and/or helped to realize their responsibilities regarding the work ethic expected of them.
In turn, the AFD should serve as one conduit for feedback, to help further improve our undergraduate programs.
Objectives
1. To provide students with a foundation of knowledge (through teaching with the support of texts in our Foundation Year Library and internet resources) shaped by the general demands of academic study, as well as the specific requirements of their chosen majors;
2. To provide ready access for instructors to these Foundation Year texts and internet resources, so that they can better plan their courses and suggest how to improve them in order to ameliorate the overall program as an integrated whole.
3. To promote understanding of matters such as the Credit System and related policy decisions through Orientation Sessions.
4. To ensure that students adapt to university life socially and academically, so that those from the provinces can better adjust to living in the city and studying at the University.
Action Plan
The following action plan will allow the AFD to meet its vision and objectives. It has been divided into two components:
a. Current and Ongoing; and
b. Long-term, where there will be progressive implementation to build upon what we have achieved to date.
However, the AFD reserves the right to change or amend the action plan based on any other changes in our Bachelor’s degree programs, or on the changing demands of Cambodian society.
Current and Ongoing Action Plan
1. Facilitate enrollment or registration procedures for prospective new students.
2. Provide FY students with ready access to academic counseling and to study materials, including a ‘FY Corner’ with all of the basic resources.
3. Improve liaison and consultation with other members of the academic staff, so that there is mutual understanding, and thus the mission and its objectives can be better achieved because all understand what is involved.
4. Reinforce the students' understanding of the Foundation Year as a bridge from what was expected of them at high school to what is now expected of them at the University of Cambodia, and the ultimate relevance of its structure to their Bachelor’s program.
5. Familiarize the students with the credit system and the grading system; and with the University's Code of Conduct, together with what we expect of our staff and our students.
6. Conduct regular seminars (e.g. Orientation Seminars at the start of each term) and workshops to promote student research and learning skills; and thus inculcate the need for life-long learning and the importance of understanding what has been learned and what it means.
7. Motivate good students through nominating them for awards at the end of their Foundation Year.
8. Identify students who are falling behind (through poor attendance, poor exam grades) and counsel them so that they are encouraged to try to perform better.
Long-term Action Plan
1. Continue ongoing efforts to upgrade Foundation Year courses, to take into account:
a. feedback from students and faculty;
b. inputs from ACC and other regulatory bodies;
c. the availability of new textbooks and other teaching materials;
d. new research findings on best educational practice;
e. new advances in the fields covered by these courses;
f. the requirements of Cambodian society; and
g. programs elsewhere in Cambodia and overseas, including universities and institutes of higher education in partner countries.
2. Upgrade the range of study materials available in the ‘FY Corner’.
• In recognition of the need for our Foundation Year students to adapt to being taught in English, especially in subjects outside their major (where their motivation to learn is potentially compromised by language difficulties – something which has become obvious in our polls of student-feedback), we plan to prepare a set of Khmer-English glossaries for certain subjects (e.g. Statistics, IT) to ease their transition to an all-English medium of teaching.
3. Help encourage existing instructors (for example, by conducting regular seminars and workshops to upgrade their teaching abilities), and also to attract new instructors of good quality.
4. Encourage students to participate and play active roles in the UC Debate Club and UC Student Senate, to promote a sense of community as well as for their own individual benefit.
5. Encourage students to participate in seminars, workshops or conferences hosted by the University or by appropriate outside agencies, so that they can foster their networking skills, public speaking skills as well as increasing their knowledge and broadening their outlook.
6. Encourage students to think ahead about their future careers and how they can best achieve their aspirations and ambitions.
7. Identify social and community developments, in concert with the Student Senate, and encourage student participation so that they better realize their duties and responsibilities to society-at-large.
8. Periodically review progress and fine-tune actions and activities as a result.
9. Increase marketing and promotion of the FY program, in order to increase public awareness and thereby increase student enrolment.





FOUNDATION YEAR STUDIES PROGRAM
(Applicable since September 2005)
PUC has now been officially approved for its Foundation Year Studies Program by the Accreditation Committee of Cambodia (ACC) and the Ministry of Education, Youth and Sports (MoEYS) to grant the Certification of Foundation Year Course to all successful undergraduate students.

Foundation Year Course, required for all first-year students, consists of liberal arts curriculum that will help students gain vital general knowledge to better prepare them for a rigorous university education. There are eight common courses for all students in every major, and two oriented courses for those who choose a specific major field of study.

As part of this new requirement, by both ACC and MoEYS, students must successfully complete the Foundation Year Course in their first year before being allowed to continue their study at PUC.
VISION
Education with wisdom and excellence.

GOAL
To strengthen general knowledge that is the Foundation for students to acquire an internationally standardized Education.
MISSIONS
• To actively take part in human resource development through globalization and sustainability
• To strengthen the quality and improve the capacity of students to become responsible, well-informed citizens
• To sustain social development, build up peace and resolve conflicts through non-violence means
• To educate students with international standardized curriculum that includes knowledge on environmental issues, community service, gender and development
• To enhance students capacity with research and critical thinking skills needed for global job markets and for advanced studies abroad
• To create opportunities for students to practice what they have learned while still in school.
EIGHT COMMON COURSES OFFERED BY ALL FACULTIES
• Introduction to Cultural Anthropology (ANTH 102)
• Introduction to Khmer Studies (KHMR 110)
• Introduction to Computers (COMP 110)
• Introduction to Environmental Science (NATS 102)
• Introduction to Political Science (POL 101)
• Introduction to Gender Studies (SOC 110)
• English I: Reading and Composition (ENGL 110)
• English II: Reading and Composition (ENGL 120)
TWO ORIENTED COURSES REQUIRED BY EACH FACULTY

Faculty of Arts, Letters, and Humanities

• Introduction to Humanities (HUM 110)
• Introduction to Philosophy and Society (PHIL 115)
Faculty of Business and Economics
• Management Principles (MGT 110)
• Accounting I (ACCT 110)
Faculty of Communications and Media Arts

• Introduction to Humanities (HUM 110)
• Introduction to Law (LAW 101)
Faculty of Education
• Introduction to Humanities (HUM 110)
• Introduction to Philosophy and Society (PHIL 115)
Faculty of Law and Public Affairs
• Introduction to Law (LAW 101)
• Introduction to Public Policy and Adminstration (PA 110)
Faculty of Mathematics, Sciences, & Engineering
• Introduction to Biology (BIO 101)
• Chemistry I (CHEM 101)
Faculty of Social Sciences & International Relations
• Introduction to Public Policy and Adminstration (PA 110)
• Theories of International Relations (POL 120)
PROFESSORS
Both international and national professors in this program are highly educated with university degree(s) and at least 3-year teaching experience and are carefully screened and selected. Professors are well disciplined, helpful and professional in effectively teaching students to achieve course and program objectives.


From Left to Right: Dean Teresa Smith, Professor of Cultural Anthropology; Dr. George Hannen,
Professor of English; and Dr. Srey Sun Leang, Professor of Environmental Science.
CREDIT TRANSFERRED
Student who obtained a Certificate of Foundation Year Course from other universities will have to:

-Take PUC English Placement Test (this policy will not affect students who have successfully completed PUC’s pre-academic English proficiency program and those who obtained acceptable TOEFL or IELTS test scores);
-Submit the previous study reports/transcripts and Foundation Year Course Certificate to PUC Foundation Year Studies Department for credits evaluation (number of transferable credits is to be decided by the Director of PUC Foundation Year Studies Department);
-Other requirements maybe needed as deems necessary.

*PUC students who have successfully completed all the requirements of the Foundation Year Studies Program at PUC can obtain the Certificate at the Registrar’s Office.
PUC Foundation Year Studies Department

(Email: fysp@puc.edu.kh, Tel: 023 990 680 023 990 680)
is located in South Campus:
No. 184, First Floor, Norodom Blvd., Phnom Penh

Differences between Financial Management and Financial Accounting

Differences between Financial Management and Financial Accounting
I. Introduction
Different countries have contributed to the development of accounting over the centuries. When archaeologists uncover remains in the Middle East, almost anything with writing or numbers on it is a form of accounting: expenses of wars or feasts or constructions; lists of taxes due or paid. It is now fairly well documented that the origins of written numbers and written words are closely associated with the need to keep account and render account. Financial accounting is a specialized branch of accounting that keeps track of a company's financial transactions. Using standardized guidelines, the transactions are recorded, summarized, and presented in a financial report or financial statement such as an income statement or a balance sheet. The purpose of accounting is to provide the information that is needed for sound economic decision making. The main purpose of financial accounting is to prepare financial reports that provide information about a firm's performance to external parties such as investors, creditors, and tax authorities. Managerial accounting contrasts with financial accounting in that managerial accounting is for internal decision making and does not have to follow any rules issued by standard-setting bodies. Financial accounting, on the other hand, is performed according to Generally Accepted Accounting Principles (GAAP) guidelines. Talk about the financial management there are five key tasks undertaken in financial management financial planning investment project appraisal financial decisions capital market operations financial control. Financial planning provides the means, through plans and projections, to evaluate the proposed courses of action. Similarly financial control deals with the ways and means by which the plans are achieved. The next two tasks, investment project appraisal and financing decisions are seen by some, including Brealey and Myers, as the two most important tasks. Investment project appraisal is the assessment and evaluation of the relative strengths of a company’s investment propositions. The financing decisions involve the identification and choice of the sources of funds which will provide the cash to be invested into the selected projects. Part of the finance function is dealing with the capital market since a large part of the finance is obtained through the capital market, not least those funds provided by the equity owners, the ordinary shareholders. This function does not just deal with the raising of funds but also with the ongoing relationship between the company and the market place.
II. Differences
1. Financial management
Financial Management can be defined as the management of the finances of a business / organization in order to achieve financial objectives taking a commercial business as the most common organizational structure, the key objectives of financial management would be to:
• Create wealth for the business
• Generate cash, and
• Provide an adequate return on investment bearing in mind the risks that the business is taking and the resources invested.
There are three key elements to the process of financial management:
- Financial Planning
Management need to ensure that enough funding is available at the right time to meet the needs of the business. In the short term, funding may be needed to invest in equipment and stocks, pay employees and fund sales made on credit. In the medium and long term, funding may be required for significant additions to the productive capacity of the business or to make acquisitions.
- Financial Control
Financial control is a critically important activity to help the business ensure that the business is meeting its objectives. Financial control addresses questions such as:
• Are assets being used efficiently?
• Are the businesses assets secure?
• Do management act in the best interest of shareholders and in accordance with business rules?
- Financial Decision-making
The key aspects of financial decision-making relate to investment, financing and dividends:
• Investments must be financed in some way – however there are always financing alternatives that can be considered. For example it is possible to raise finance from selling new shares, borrowing from banks or taking credit from suppliers
• A key financing decision is whether profits earned by the business should be retained rather than distributed to shareholders via dividends. If dividends are too high, the business may be starved of funding to reinvest in growing revenues and profits further. Financial Management is the process of managing the financial resources, including accounting and financial reporting, budgeting, collecting accounts receivable, risk management, and insurance for a business.
The financial management system for a small business includes both how you are financing it as well as how you manage the money in the business. In setting up a financial management system your first decision is whether you will manage your financial records yourself or whether you will have someone else do it for you. There are a number of alternative ways you can handle this. You can manage everything yourself; hire an employee who manages it for you; keep your records inhouse, but have an accountant prepare specialized reporting such as tax returns; or have an external bookkeeping service that manages financial transactions and an accountant that handles formal reporting functions. Some accounting firms also handle bookkeeping functions. Software packages are also available for handling bookkeeping and accounting. Bookkeeping refers to the daily operation of an accounting system, recording routine transactions within the appropriate accounts. An accounting system defines the process of identifying, measuring, recording and communicating financial information about the business. So, in a sense, the bookkeeping function is a subset of the accounting system. A bookkeeper compiles the information that goes into the system. An accountant takes the data and analyzes it in ways that give you useful information about your business. They can advise you on the systems needed for your particular business and prepare accurate reports certified by their credentials. While software packages are readily available to meet almost any accounting need, having an accountant at least review your records can lend credibility to your business, especially when dealing with lending institutions and government agencies. Setting up an accounting system, collecting bills, paying employees, suppliers, and taxes correctly and on time are all part of running a small business. And, unless accounting is your small business, it is often the bane of the small business owner. Setting up a system that does what you need with the minimum of maintenance can make running a small business not only more pleasant, but it can save you from problems down the road. The basis for every accounting system is a good Bookkeeping system. What is the difference between that and an accounting system? Think of accounting as the big picture of how your business runs -- income, expenses, assets, liabilities -- an organized system for keeping track of how the money flows through your business, keeping track that it goes where it is supposed to go. A good bookkeeping system keeps track of the nuts and bolts -- the actual transactions that take place. The bookkeeping system provides the numbers for the accounting system. Both accounting and bookkeeping can be contracted out to external firms if you are not comfortable with managing them yourself. Even if you outsource the accounting functions, however, you will need some type of Recordkeeping Systems to manage the day-to-day operations of your business - in addition to a financial plan and a budget to make certain you have thought through where you are headed in your business finances. And, your accounting system should be producing Financial Statements. Learning to read them is an important skill to acquire. Another area that your financial management system needs to address is risk. Any good system should minimize the risks in your business. Consider implementing some of these risk management strategies in your business. Certainly, insurance needs to be considered not only for your property, office, equipment, and employees, but also for loss of critical employees. Even in businesses that have a well set up system, cash flow can be a problem. There are some tried and true methods for Managing Cash Shortages that can help prevent cash flow problems and deal with them if they come up. In the worst case you may have difficulties meeting all you debt obligations. Take a look at Financial Difficulties to learn more about ways to manage situations in which you have more debt than income.
2. Financial Accounting
The purpose of accounting is to provide the information that is needed for sound economic decision making. The main purpose of financial accounting is to prepare financial reports that provide information about a firm's performance to external parties such as investors, creditors, and tax authorities. Managerial accounting contrasts with financial accounting in that managerial accounting is for internal decision making and does not have to follow any rules issued by standard-setting bodies. Financial accounting, on the other hand, is performed according to Generally Accepted
Accounting Principles (GAAP) guidelines.
- Accounting Standards
In order that financial statements report financial performance fairly and consistently, they are prepared according to widely accepted accounting standards. These standards are referred to as Generally Accepted Accounting Principles, or simply GAAP. Generally Accepted Accounting Principles are those that have "substantial authoritative support".
- Accrual vs. Cash Method
Many small businesses utilize an accounting system that recognizes revenue and expenses on a cash basis, meaning that neither revenue nor expenses are recognized until the cash associated with them actually is received. Most larger businesses, however, use the accrual method. Under the accrual method, revenues and expenses are recorded according to when they are earned and incurred, not necessarily when the cash is received or paid. For example, under the accrual method revenue is recognized when customers are invoiced, regardless of when payment is received. Similarly, an expense is recognized when the bill is received, not when payment is made. Under accrual accounting, even though employees may be paid in the next accounting period for work performed near the end of the present accounting period, the expense still is recorded in the current period since the current period is when the expense was incurred.
- Underlying Assumptions, Principles, and Conventions
Financial accounting relies on the following underlying concepts:
• Assumptions: Separate entity assumption, going-concern assumption, stable monetary unit assumption, fixed time period assumption.
• Principles: Historical cost principle, matching principle, revenue recognition principle, full disclosure principle.
• Modifying conventions: Materiality, cost-benefit, conservatism convention, industry practices convention.
- Financial Statements
Businesses have two primary objectives:
• Earn a profit
• Remain solvent
Solvency represents the ability of the business to pay its bills and service its debt. The four financial statements are reports that allow interested parties to evaluate the profitability and solvency of a business. These reports include the following financial statements:
• Balance Sheet
• Income Statement
• Statement of Owner's Equity
• Statement of Cash Flows
These four financial statements are the final product of the accountant's analysis of the transactions of a business. A large amount of effort goes into the preparation of the financial statements. The process begins with bookkeeping, which is just one step in the accounting process. Bookkeeping is the actual recording of the company's transactions, without any analysis of the information. Accountants evaluate and analyze the information, making sense out of the numbers.
For the reports to be useful, they must be:
• Understandable
• Timely
• Relevant
• Fair and Objective (free from bias)
- Double Entry Accounting
Financial accounting is based on double-entry bookkeeping procedures in which each transaction is recorded in opposite columns of the accounts affected by the exchange. Double entry accounting is a significant improvement over simple and more error-prone single-entry bookkeeping systems.
- Fundamental Accounting Model
The balance sheet is based on the following fundamental accounting equation :
Assets = Liabilities + Equity
This model has been used since the 18th century. It essentially states that a business owes all of its assets to either creditors or owners, where the assets of a business are its resources, and the creditors and owners are the sources of those resources.
- Transactions
To record transactions, one must:
1. Identify an event that affects the entity financially.
2. Measure the event in monetary terms.
3. Determine which accounts the transaction affects.
4. Determine whether the transaction increases or decreases the balances in those accounts.
5. Record the transaction in the ledgers.
Most larger business accounting systems utilize the double entry method. Under double entry, instead of recording a transaction in only a single account, the transaction is recorded in two accounts.
- The Accounting Process
Once a business transaction occurs, a sequence of activities begins to identify and analyze the transaction, make the journal entries, etc. Because this process repeats over transactions and accounting periods, it is referred to as the accounting cycle.
III. Conclusion
According to we describe above we suppose that Financial management is concerned with the managerial decisions that result in the acquisition and financing of short term and long term credits for the firm. Here it deals with the situations that require selection of specific assets (or combination of assets), the selection of specific problem of size and growth of an enterprise. Here the analysis deals with the expected inflows and outflows of funds and their effect on managerial objectives. So, it means two main aspects of financial management like procurement of funds and an effective use of funds to achieve business objectives. The main purpose of financial accounting is to prepare financial reports that provide information about a firm's performance to external parties such as investors, creditors, and tax authorities. . Financial accounting is performed according to Generally Accepted Accounting Principles (GAAP) guidelines.

Schedule CMU 2010 S 2 EB

S. Code Gr. Session I Session II Session III

Day Time Room Day Time Room Day Time Room

COM105 M2 Fri. 10:30-11:30 am 503 Fri. 9:20-10:20 am LABC
EC102 MB Mon. 7:00-8:00 am 505 Mon. 8:10-9:10 am 505 Mon. 9:20-10:20 am 505
EN122 MB Sat. 9:20-10:20 am 406 Sat. 10:30-11:30 am 406
EN202 MB Sat. 7:00-8:00 am 406 Sat. 8:10-9:10 am 406
EN212 MA Tue. 7:00-8:00 am 303 Tue. 8:10-9:10 am 303 Tue. 9:20-10:20 am 303
HU133 M Wed. 7:00-8:00 am 302 Wed. 8:10-9:10 am 302 Wed. 9:20-10:20 am 302
HU215 M Thu. 7:00-8:00 am 404 Thu. 8:10-9:10 am 404 Thu. 9:20-10:20 am 404

Developing for Reading

Teaching Reading

Strategies for Developing Reading Skills

Using Reading Strategies
Language instructors are often frustrated by the fact that students do not automatically transfer the strategies they use when reading in their native language to reading in a language they are learning. Instead, they seem to think reading means starting at the beginning and going word by word, stopping to look up every unknown vocabulary item, until they reach the end. When they do this, students are relying exclusively on their linguistic knowledge, a bottom-up strategy. One of the most important functions of the language instructor, then, is to help students move past this idea and use top-down strategies as they do in their native language.
Effective language instructors show students how they can adjust their reading behavior to deal with a variety of situations, types of input, and reading purposes. They help students develop a set of reading strategies and match appropriate strategies to each reading situation.

Strategies that can help students read more quickly and effectively include
• Previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection
• Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content
• Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions
• Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up
• Paraphrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text
Instructors can help students learn when and how to use reading strategies in several ways.
• By modeling the strategies aloud, talking through the processes of previewing, predicting, skimming and scanning, and paraphrasing. This shows students how the strategies work and how much they can know about a text before they begin to read word by word.
• By allowing time in class for group and individual previewing and predicting activities as preparation for in-class or out-of-class reading. Allocating class time to these activities indicates their importance and value.
• By using cloze (fill in the blank) exercises to review vocabulary items. This helps students learn to guess meaning from context.
• By encouraging students to talk about what strategies they think will help them approach a reading assignment, and then talking after reading about what strategies they actually used. This helps students develop flexibility in their choice of strategies.
When language learners use reading strategies, they find that they can control the reading experience, and they gain confidence in their ability to read the language.
Reading to Learn
Reading is an essential part of language instruction at every level because it supports learning in multiple ways.
• Reading to learn the language: Reading material is language input. By giving students a variety of materials to read, instructors provide multiple opportunities for students to absorb vocabulary, grammar, sentence structure, and discourse structure as they occur in authentic contexts. Students thus gain a more complete picture of the ways in which the elements of the language work together to convey meaning.
• Reading for content information: Students' purpose for reading in their native language is often to obtain information about a subject they are studying, and this purpose can be useful in the language learning classroom as well. Reading for content information in the language classroom gives students both authentic reading material and an authentic purpose for reading.
• Reading for cultural knowledge and awareness: Reading everyday materials that are designed for native speakers can give students insight into the lifestyles and worldviews of the people whose language they are studying. When students have access to newspapers, magazines, and Web sites, they are exposed to culture in all its variety, and monolithic cultural stereotypes begin to break down.
When reading to learn, students need to follow four basic steps:
1. Figure out the purpose for reading. Activate background knowledge of the topic in order to predict or anticipate content and identify appropriate reading strategies.
2. Attend to the parts of the text that are relevant to the identified purpose and ignore the rest. This selectivity enables students to focus on specific items in the input and reduces the amount of information they have to hold in short-term memory.
3. Select strategies that are appropriate to the reading task and use them flexibly and interactively. Students' comprehension improves and their confidence increases when they use top-down and bottom-up skills simultaneously to construct meaning.
4. Check comprehension while reading and when the reading task is completed. Monitoring comprehension helps students detect inconsistencies and comprehension failures, helping them learn to use alternate strategies.




Developing Reading Activities

Developing reading activities involves more than identifying a text that is "at the right level," writing a set of comprehension questions for students to answer after reading, handing out the assignment and sending students away to do it. A fully-developed reading activity supports students as readers through prereading, while-reading, and post-reading activities.
As you design reading tasks, keep in mind that complete recall of all the information in a text is an unrealistic expectation even for native speakers. Reading activities that are meant to increase communicative competence should be success oriented and build up students' confidence in their reading ability.

Construct the reading activity around a purpose that has significance for the students
Make sure students understand what the purpose for reading is: to get the main idea, obtain specific information, understand most or all of the message, enjoy a story, or decide whether or not to read more. Recognizing the purpose for reading will help students select appropriate reading strategies.
Define the activity's instructional goal and the appropriate type of response
In addition to the main purpose for reading, an activity can also have one or more instructional purposes, such as practicing or reviewing specific grammatical constructions, introducing new vocabulary, or familiarizing students with the typical structure of a certain type of text.

Check the level of difficulty of the text

The factors listed below can help you judge the relative ease or difficulty of a reading text for a particular purpose and a particular group of students.
• How is the information organized? Does the story line, narrative, or instruction conform to familiar expectations? Texts in which the events are presented in natural chronological order, which have an informative title, and which present the information following an obvious organization (main ideas first, details and examples second) are easier to follow.
• How familiar are the students with the topic? Remember that misapplication of background knowledge due to cultural differences can create major comprehension difficulties.
• Does the text contain redundancy? At the lower levels of proficiency, listeners may find short, simple messages easier to process, but students with higher proficiency benefit from the natural redundancy of authentic language.
• Does the text offer visual support to aid in reading comprehension? Visual aids such as photographs, maps, and diagrams help students preview the content of the text, guess the meanings of unknown words, and check comprehension while reading.
Remember that the level of difficulty of a text is not the same as the level of difficulty of a reading task. Students who lack the vocabulary to identify all of the items on a menu can still determine whether the restaurant serves steak and whether they can afford to order one.
Use pre-reading activities to prepare students for reading
The activities you use during pre-reading may serve as preparation in several ways. During pre-reading you may:
• Assess students' background knowledge of the topic and linguistic content of the text
• Give students the background knowledge necessary for comprehension of the text, or activate the existing knowledge that the students possess
• Clarify any cultural information which may be necessary to comprehend the passage
• Make students aware of the type of text they will be reading and the purpose(s) for reading
• Provide opportunities for group or collaborative work and for class discussion activities
Sample pre-reading activities:
• Using the title, subtitles, and divisions within the text to predict content and organization or sequence of information
• Looking at pictures, maps, diagrams, or graphs and their captions
• Talking about the author's background, writing style, and usual topics
• Skimming to find the theme or main idea and eliciting related prior knowledge
• Reviewing vocabulary or grammatical structures
• Reading over the comprehension questions to focus attention on finding that information while reading
• Constructing semantic webs (a graphic arrangement of concepts or words showing how they are related)
• Doing guided practice with guessing meaning from context or checking comprehension while reading
Pre-reading activities are most important at lower levels of language proficiency and at earlier stages of reading instruction. As students become more proficient at using reading strategies, you will be able to reduce the amount of guided pre-reading and allow students to do these activities themselves.
Match while-reading activities to the purpose for reading
In while-reading activities, students check their comprehension as they read. The purpose for reading determines the appropriate type and level of comprehension.
• When reading for specific information, students need to ask themselves, have I obtained the information I was looking for?
• When reading for pleasure, students need to ask themselves, Do I understand the story line/sequence of ideas well enough to enjoy reading this?
• When reading for thorough understanding (intensive reading), students need to ask themselves, Do I understand each main idea and how the author supports it? Does what I'm reading agree with my predictions, and, if not, how does it differ? To check comprehension in this situation, students may
o Stop at the end of each section to review and check their predictions, restate the main idea and summarize the section
o Use the comprehension questions as guides to the text, stopping to answer them as they read
• Give students the practice to read with ease and confidence, and watch accuracy and understanding soar.
• Have you ever watched students struggle with what you know to be a great book, just perfect for their age and development? The NAEP recently reported that 45 percent of all fourth graders tested in the U.S. are not fluent readers. Without that fluency, the world of imagination, humor, and drama contained in the finest books is no more than a tangle of words.
• One definition of fluency is the ability to read aloud expressively and with understanding. When fluent readers read aloud, the text flows as if strung together like pearls on a necklace, rather than sounding halting and choppy.
• Here are some strategies to help second through fifth graders make important gains in this area. Before you use these techniques, however, you should assess your students and determine their needs. If several students need help, you may want to create whole-class lessons based on choral reading or reader's theater. If there are only a few students, you may decide to work with them in small groups.
• 1. Model Fluent Reading
• In order to read fluently, students must first hear and under-stand what fluent reading sounds like. From there, they will be more likely to transfer those experiences into their own reading. The most powerful way for you to help your students is to read aloud to them, often and with great expression. Choose selections carefully. Expose them to a wide variety of genres including poetry, excerpts from speeches, and folk and fairy tales with rich, lyrical language — texts that will spark your students' interests and draw them into the reading experience.
• Following a read-aloud session, ask your students: "After listening to how I read, can you tell me what I did that is like what good readers do?" Encourage students to share their thoughts. Also, ask your students to think about how a fluent reader keeps the listener engaged.
• 2. Do Repeated Readings In Class
• In their landmark book, Classrooms That Work (Addison-Wesley, 1998), Patricia Cunningham and Richard Allington stress the importance (and I agree) of repeated readings as a way to help students recognize high-frequency words more easily, thereby strengthening their ease of reading. Having students practice reading by rereading short passages aloud is one of the best ways I know of to promote fluency.
• For example, choose a short poem to begin with, preferably one that fits into your current unit of study, and transpose it onto an overhead transparency. Make a copy of the poem for each student. Read the poem aloud several times while your students listen and follow along. Take a moment to discuss your reading behaviors such as phrasing (i.e. the ability to read several words together in one breath), rate (the speed at which we read), and intonation (the emphasis we give to particular words or phrases).
• Next, ask your students to engage in an "echo reading," in which you read a line and all the students repeat the line back to you. Following the echo reading, have students read the entire poem together as a "choral read." You will find that doing group readings like these can be effective strategies for promoting fluency because all students are actively engaged. As such, they may be less apprehensive about making a mistake because they are part of a community of readers, rather than standing alone.
• 3. Promote Phrased Reading In Class
• Fluency involves reading phrases seamlessly, as opposed to word by word. To help students read phrases better, begin with a terrific poem. Two of my students' favorites are "Something Told the Wild Geese" by Rachel Field, and "Noodles" by Janet Wong. (See resource box below.)
• After selecting a poem, write its lines onto sentence strips, which serve as cue cards, to show students how good readers cluster portions of text rather than saying each word separately. Hold up strips one at a time and have students read the phrases together. Reinforce phrased reading by using the same poem in guided reading and pointing to passages you read as a class.
• 4. Enlist Tutors to Help Out
• Provide support for your nonfluent readers by asking tutors — instructional aides, parent volunteers, or older students — to help. The tutor and the student can read a preselected text aloud simultaneously. By offering positive feedback when the reader reads well, and by rereading passages when he or she struggles, the tutor provides a helpful kind of one-on-one support. The sessions can be short — 15 minutes at most. Plus, if you provide tutors with the text that you plan to use in an upcoming group lesson, you can give your nonfluent readers a jump start prior to the next lesson.
• 5. Try A Reader's Theater In Class
• Because reader's theater is an oral performance of a script, it is one of the best ways to promote fluency. In the exercise, meaning is conveyed through expression and intonation. The focus thus becomes interpreting the script rather than memorizing it.
• Getting started is easy. Simply give each student a copy of the script, and read it aloud as you would any other piece of literature. (See the resource box, below, for script sources.) After your read-aloud, do an echo read and a choral read of the script to involve the entire class. Once the class has had enough practice, choose students to read the various parts. Put together a few simple props and costumes, and invite other classes to attend the performance.
• For the presentation, have readers stand, or sit on stools, in front of the room and face the audience. Position them in order of each character's importance. Encourage students to make eye contact with the audience and one another before they read. Once they start, they should hold their scripts at chest level to avoid hiding their faces, and look out at the audience periodically.
• After the performance, have students state their names and the part that they read. You might also want to videotape the performance so that you can review it with students later. In doing so, you will show them that they are, indeed, fluent readers.
























Developing Reading Fluency
Fluent reading is reading in which words are recognized automatically. With automatic word recognition, reading becomes faster, smoother, and more expressive, and students can begin to read silently, which is roughly twice as fast as oral reading. But beginning readers usually do not read fluently; reading is often a word-by-word struggle.
How do we help children struggling with slow, painstaking sounding out and blending? Support and encourage them. Effortful decoding is a necessary step to sight recognition. You can say, "I know reading is tough right now, but this is how you learn new words." Ask students to reread each sentence that requires ususual decoding effort.
In general, the fluency formula is this: Read and reread decodable words in connected text. Decode unknown words rather than guessing from context. Reread to master texts. Use text with words children can decode using known correspondences. Use whole, engaging texts to sustain interest.
There are two general approaches to improving fluency. The direct approach involves modeling and practice with repeated reading under time pressure. The indirect approach involves encouraging children to read voluntarily in their free time.
The direct approach: Repeated readings. We often restrict reading lessons to "sight reading." Who could learn a musical instrument by only sight-reading music and never repeating pieces until they could be played in rhythm, up to tempo, with musical expression? In repeated reading, children work on reading as they would work at making music: They continue working with each text until it is fluent. Repeated reading works best with readers who are full alphabetic, i.e., who know how to decode some words. Use a passage of 100 words or so at the instructional level. The text should be decodable, not predictable. The reader might select a favorite from among familiar books.
Here are two ways to frame repeated reading.
1. Graph how fast students read with a "one-minute read." Graphing is motivating because it makes progress evident. The basic procedure is to have your student read for one minute, count the number of words read, and graph the result with a child-friendly graph, e.g., moving a basketball player closer to a slam dunk.
Aim for speed, not accuracy. Time each reading with a stopwatch—if available, use the countdown timer, with its quiet beeping signal, rather than saying "stop," which can be startling. It is important in one-minute reads to emphasze speed rather than accuracy. Over repeated readings, speed in WPM will increase and errors will decrease. If you emphasize accuracy, speed falls off.

I recommend you get a baseline reading first. A realistic average goal for a first grade reader is 60 WPM, but adjust the goal to your student's level—30 WPM may be plenty for very slow readers, and 120 WPM may be an appropriate challenge for others. Laminate your chart, and place a scale in erasable marker to the right. When the goal is reached, raise the bar 5 WPM for the next book, which requires a new scale on your graph.
To speed up the word count, mark off every 10 words in light pencil so that you can count by tens. Subtract a word for each miscue so accuracy is not totally abandoned. Continue to support reading in ordinary ways: Ask a question or make a comment about story events after each reading to keep a meaning focus. Collect miscue notes to analyze for missing correspondences.

Children enjoy one-minute reads because their success is evident. They will ask you if they can read the passage again!
2. Use check sheets for partner readings. With a class of children, pair up readers to respond to one another. Begin by explaining what you'll be listening for. Model fluent and nonfluent reading. For example, show the difference between smooth and choppy reading. Show how expressive readers make their voices go higher and lower, faster and slower, louder and softer.
In each pair, students take turns being the reader and the listener. The reader reads a selection three times. The listener gives a report after the second and third readings. All reports are complimentary. No criticism or advice is allowed.

The indirect approach: Voluntary reading.
Sustained silent reading (SSR, a.k.a. DEAR, "drop everything and read") gives children a daily opportunity to read and discover the pleasure of reading. Each student chooses a book or magazine, and the entire class reads for a set period of time each day. SSR has been shown to lead to more positive attitudes toward reading and to gains in reading achievement when peer discussion groups discuss the books they read. When students share their reactions to books with classmates, they get recommendations from peers they take seriously.
Tierney, Readence, and Dishner, in Reading Strategies and Practices (Allyn & Bacon, 1990, pp. 461-462) list three "cardinal rules" for SSR:
a. Everybody reads. Both students and teacher will read something of their own choosing. Any text that keeps the reader interested is acceptable. The teacher reads too. Completing homework assignments, grading papers, and similar activities are discouraged. I recommend teachers read children's books so they can participate in discussions and give booktalks for their students.
b. There are to be no interruptions during USSR. The word uninterrupted is an essential part of the technique. Interruptions result in loss of comprehension and loss of interest by many students; therefore, questions and comments should be held until the silent reading period has concluded.
c. No one will be asked to report what they have read. It is essential that students recognize SSR is a period of free reading, with the emphasis on reading for enjoyment. Teachers should not require book reports, journal entries, or anything other than free reading. Do not give grades for SSR.
One landmark study of SSR* showed that reading gains from SSR depend on setting up discussion groups and other peer interactions around texts. In other words, students need to talk with one another about the books they are reading to motivate a significant increase in reading. With regular opportunities to discuss books, students learn about good books and read more because they want to read what their peers are reading. They usually experience peer pressure to read in order to be able to have something to say to their friends. In this way, reading becomes part of the culture of the classroom.

*Manning, C. L., & Manning, M. (1984). What models of recreational reading make a difference? Reading World, 23, 375-380.
Other essentials for encouraging voluntary reading include a plentiful library of books and frequent opportunities to choose. Children should be allowed and encouraged to read page turners (e.g., easy series books) rather than the classics for their independent reading. For gaining fluency, quantity is more important than quality.
Book introductions help children make informed decisions about what they want to read. For an effective booktalk, choose a book you like. Show the illustrations to the students. Give a brief talk, hitting the high points: the setting, characters, and the inciting incident leading to the problem or goal. Do not get into the plot, and especially not the resolution! If there is no clear plot, ask a have-you-ever question (e.g., Have you ever been afraid of the dark?) and relate the question to the book. Good booktalks often feature some oral reading, e.g., of a suspenseful part.

the sample of the Negative Memo

Guardsman
________________________________________
1900 East Lake Avenue
New York, NY 14604
718/555-3000
1-800-MOWLAWN
March 4, 20xx


Mr. Thomas Wendell
553 Aberdeen Road
Chattanooga, TN 37402 Dear Mr. Wendell:
Your order for a Guardsman 10-horsepower, 40-inch, electric-start Lawn Tractor shows your concern for quality. The Guardsman exceeds the American National Safety Institute's standards and offers the ruggedness and durability of solid steel construction. We usually try to fill orders for Guardsman Lawn Tractors in about two weeks, and we can understand your desire to have your Guardsman when the grass begins its spring spurt in April. Because of the steel worker's strike and an unprecedented demand for Lawn Tractors this season, it will take us six to eight weeks to fill your order. For this reason, we want to make sure that you understand your options and believe that you'll find that the Guardsman is worth the wait. The electric-start, 35-cubic inch, 10-horsepower engine has plenty of power to tackle the toughest of home-mowing needs. The engine governor automatically increases the gas feed to maintain blade speed in tall grass and weeds--even on steep hills.
In addition to the many features designed to make the Guardsman 10 the most versatile home lawn tractor on the market, any family member old enough to drive it can use it with complete confidence. The Guardsman comes with a safety interlock which permits the engine to start only with the mower in neutral and the blades disengaged. Another safety feature you'll appreciate is the automatic cutoff that disengages the blades and kills the engine should the driver leave the tractor seat while the tractor is in gear. Guardsman is the only lawn tractor available with this important feature.
Please use the enclosed card or call me at our toll-free number to let us know your decision. We will continue to process your application for credit but will hold your deposit until we hear from you.
Now that the steel workers' strike is over, we're building Guardsman 10 Lawn Tractors as fast as possible without sacrificing the famous Guardsman quality. Because we want you to be fully satisfied with your Guardsman, we assemble each one carefully so that the Guardsman you receive will not only work flawlessly but also look good.
By calling or returning your card today, you can receive your Guardsman 10 before June 15--in plenty of time for you to use it to make those midsummer and early fall chores easier than ever before.

Sincerely,

Kimberly Yeager
Marketing Manager


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Moonbeam Products
P.O. Box 4530, Laguna Hills, California 92653
________________________________________
Consumer Products Division • 1-800-555-6789
July 17, 20xx


Ms. Jane Salmon
492 Oceanside Drive
Santa Monica, CA 90402 Dear Ms. Salmon:
You will receive the Moonbeam Model 14 can opener you ordered in just a few days. We shipped it by UPS on July 16.
The Model 14 is the best can opener Moonbeam makes, and it is well-known for its rugged dependability. All of Moonbeam's blenders have the same kind of rugged construction, and one of them is sure to be right for your needs.
To meet the wide variety of kitchen demands, Moonbeam makes six different models of blender, each of which comes in four vibrant colors.
The enclosed brochure fully describes the models, their uses, and some of their unique features. So you may receive the blender that best meets your needs, please review the brochure and complete the order card on the last page or give us a call at 1-800-555-1212. We will retain your credit card information until we have heard from you. The Model 14 can opener and all of Moonbeam's blenders come with an absolute five-year warranty for your added assurance of quality. We design Moonbeam electric kitchen aids to make all your kitchen duties a pleasure. The Model 14 electric can opener will handle any size can regardless of shape. It's also completely submersible for easy cleaning--you can even stick it in your dishwasher without worry.
Whichever Moonbeam blender you select, you will receive a highly versatile product which will cut in half the time required to create perfect omelets, make pancakes or waffles, cut vegetables for a salad, or crush ice.
As soon as we receive the card or your phone call indicating your choice of blender, we'll send it to you by UPS. By returning the card or calling now, you can be enjoying the speed and convenience of automatically mixed, chopped, and pureed foods in about five days.Sincerely,Frank Olsen, Senior Service Representative
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Sindelar Corporation
16767 Bumble Bee Avenue
Logan, UT 84322-2000
801/555-9999
January 16, 20xxDr. Georgia Lynch
800 Magnolia Street
New Orleans, LA 70114Dear Dr. Lynch:

Thank you for your interest in Sindelar Computer Products. The client-server system you saw advertised is the best Sindelar makes, and it is capable of performing all the tasks you listed in your letter. Sindelar Computer Systems are used in small to medium sized medical and dental practices throughout the country for that reason.

Because Sindelar equipment and software are available in a wide variety of configurations, we have established a nationwide chain of dealers who are in a better position to determine individual needs and provide onsite training and service. So that you can be sure of receiving the best combination of equipment and software--and the appropriate training for your staff--we have forwarded your request to the Hard & Software Store at 1121 Goodwin Street in New Orleans. One of the client-server specialists from there will call you within the next few days to set up your free consultation.

The enclosed brochure will provide more information about Sindelar products. The most common client-server solutions for medical and dental practices are described on pp. 18-24. Sincerely,Dale Lukon
Assistant to the President
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Sun Glow, Inc.
1330 Healy, Macomb, Illinois 61455-7787
Solar Heating Specialists Since 1950
1-800-555-1212 • http://www.solarpower.com


February 9, 20xx
Mr. Robert Wilson
Best Bargain Hardware
2825 Stadium Drive
Boise, ID 83725-2825
Dear Mr. Wilson:Your order and application for credit indicate your awareness of the current demand for solar heating equipment. We're glad to hear that you anticipate increased sales in your area.
In making the routine checks you authorized, we discovered that your present level of indebtedness exceeds the 2 to 1 ratio generally considered safe for credit transactions. Until that ratio is met, cash transactions would help you avoid further indebtedness while improving your assets-to-liability ratio. The references you provided all confirm the excellence of your customer service and state that you would provide the kind of customer support we expect of our dealers.
Because of your excellent reputation, we'd like to work along with you as you improve your ratio. By taking advantage of our express shipping, you could offer Sun Glow solar heaters to your customers without needing to maintain a large inventory. Our store displays and catalog should help you sell Sun Glow products without increasing your indebtedness. Even with the added charge for express shipping, your profit margin would still be above a healthy 20 percent.
The two quarter-page ads a year in the newspaper of your choice that we provide all dealers would increase your customer traffic and help you sell Sun Glow products all year.
By completing the enclosed request form, you'll receive Sun Glow's catalog and our 3' X 5' wall display. Let us know your decision. The peak sales period for many solar heating panels will be coming up soon, as people review their winter heating bills.Sincerely,Sylvia Everard, Marketing Specialist
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PERRY'S PACKAGING
110 Factory Avenue
Kent, Ohio 44240-1000
1-800-555-3212
April 12, 20xxMr. George Rambo
Cardboard Container Division
Building 41
Perry Packaging Dear George:
As you know from reading the daily newspapers, local business has been hit rather hard by the recession. In spite of a 40 percent decline in our business, Perry's Packaging has tried hard to retain all personnel during this difficult period.
Because of another recent downturn in business, we find that some layoffs have become necessary if the company is to remain solvent. The layoffs were determined strictly by seniority. Because you have low seniority, George, your layoff will be for 90 days. Your work has been excellent, and the layoff is not a reflection of your abilities. To ensure receipt of the appropriate Workers' Compensation payments and automatic recall, please stop in the Personnel Office and see one of the Compensation Specialists.

Should the market improve soon, you can be sure that we'll notify you. We will be glad to have you back at Perry's as soon as possible.

Sincerely,


Perry Mason, President
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Brasat Pagoda in Kandal Province

This have taken at Brasat Pagoda in Kandalprovince in Cambodia. There are alot of nice view. It is far away from Phnom Penh about 25 km. A long the road have the river side and fishmen.