bao cao thuc tap 2

Submitted by Nguyễn Thủy Vy Student’s ID number: 12099951

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

Student’s name : Nguyễn Thủy Vy

Student’s ID : 12099951

Class : CDAV14B

Course : 2012 - 2015

Student’s declaration: I declare that this internship report is my own work and does not involve in

plagiarism or collusion. I accept heavy penalty for any cheating or plagiarism.

Date submitted : 30th May, 2015

Signed :

Supervisor: Vũ Thúy Nhiễu M.A. 1


ACKNOWLEDGEMENTThis internship period would not have been possible without the help and support of many

people. I am thankful for their enthusiastic guidance, invaluable criticism and meaningful advices

which together become a great advantage for me to overcome the hardships in accomplishing this

challenging opportunity.

First and foremost, I would like to express thanks to the School Board of Industrial University of

Ho Chi Minh City and the Faculty of Foreign Languages giving a good guideline for me to take

my internship.

Besides, I would like to express the deepest appreciation to Mrs. Vũ Thúy Nhiễu, my supervisor

who was abundantly helpful and offered invaluable assistance, support and guidance. By the

usefulness in her advices, I can improve my English teaching skills and strategies greatly.

In addition, I would like to express my gratitude and appreciation to Mrs. Phạm Thị Xuân Trinh,

Mrs. Lê Thị Thúy, and Mr. Nguyễn Hùng Khanh for giving me opportunities to observe the

teaching performances. They also gave me opportunities to teach at their classes. They provide

me professional guidance and specific feedbacks that significantly help me enrich my

experiences in teaching English.

Over and above, I would like to thank my group members, Ngô Thị Thanh Vân, Mai Thùy Viên,

Cống Nhịt Vồ, Dương Thị Yến, Trần Thị Hải Yến for being always beside me, sharing my

feelings and supporting me during the internship.

Last but not least, I am grateful to all of friendly students of CDAV141, CDAV149, DHAV 180

who played important parts in the completion of my internship.

In short, I truly thank all people helping me to finish this internship report.



SUPERVISOR’S COMMENTS

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SUPERVISOR:........................................................

SIGNED:...................................................................



MARKER’S COMMENTS

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Final grade awarded:...................................................

MARKER:.............................................................

SIGNED:................................................................



TABLE OF CONTENTS

CHAPTER I: INTRODUCTION AND CONTEXT OF THE INTERSHIP REPORT

1.SELF – INTRODUCTION.............................................................................................................

2.THE SUPERVISOR AND GROUP MEMBERS..........................................................................

3.OVERVIEW OF IUH AND FFL ..................................................................................................

3.1. INDUSTRIAL UNIVERSITY OF HCM CITY (IUH)..............................................................

3.2. FACULTY OF FOREIGN LAGUAGES (FFL)........................................................................

4.SIGNIFICANCE OF INTERNSHIP..............................................................................................

5.CLASSROOM OBSERVATION...................................................................................................

6.TEACHING PRATICE..................................................................................................................

CHAPTER II: CRITICAL CLASSROOM OBSERVATION AND EVALUATION

1.THE FIRST PERIOD.....................................................................................................................

2.THE SECOND PERIOD................................................................................................................

3.THE THIRD PERIOD....................................................................................................................

4.THE FOURTH PERIOD................................................................................................................

5.THE FIFTH PERIOD.....................................................................................................................

CHAPTER III: REFLECTIVE EVALUATION OF TEACHING PRACTICE

1.THE FIRST PERIOD.....................................................................................................................

2.THE SECOND PERIOD................................................................................................................

3.THE THIRD PERIOD....................................................................................................................

CHAPTER IV: CONCLUSION

1.DIFFICULTIES ENCOUNTERED...............................................................................................

2.NEW SKILLS AND EXPERIENCE GAINED.............................................................................

3.RECOMMENDATIONS OR SUGGESTIONS.............................................................................

APPENDICES



CHAPTER I:

INTRODUCTION AND CONTEXT OF THE

INTERNSHIP REPORT



1. SELF – INTRODUCTION

My name is Nguyễn Thủy Vy, I am a student at Industrial University of Ho Chi Minh city. My

major is Faculty of Foreign Languages, especially English. I have a passion in learning foreign

languages. Besides, I am humor, sociable, enthusiastic and have a sense of responsibility.

Moreover, English is one of a key to success in a future job. In work, English certificate is now

seen as a vital requirement for employment. Another possibility is that I would like to be an

English teacher because that is an important purpose that I want to achieve someday. For me, that

is fulfilling challenge; stimulating the next generation to become lifelong learners, I like teaching

those younger than me what I had done in school. Last but not least, I also have a chance to

transmit my knowledge, experiences, life, skills and I would like to train them especially young

people become not only in professional realm but also helpful citizen.

2. THE SUPERVISOR AND GROUP MEMBERS

My supervisor is Mrs. Vũ Thúy Nhiễu M.A. and my group members include: Ngô Thị Thanh

Vân, Mai Thùy Viên, Cống Nhịt Vồ, Dương Thị Yến, Trần Thị Hải Yến and we are in group 12.

I am very glad to work with Mrs. Vũ Thúy Nhiễu because of her invaluable assistance, support

and guidance. She always takes care of us and gives useful advices. Besides, Mrs. Vũ Thúy

Nhiễu also helps us to correct our lesson plans and some mistakes such as grammar, spelling, and

pronunciation. By the usefulness in her advices, I can improve my English teaching skills and

strategies greatly.

3. OVERVIEW OF IUH AND FFL

3.1. INDUSTRIAL UNIVERSITY OF HCM CITY (IUH)

Before the school was named as Industrial University of Ho Chi Minh city, it has been renamed

many times since it was founded on November 11, 1956 at Hanh Thong commune, Go Vap

District, Gia Dinh Province. At first, the school was named Go Vap Vocational School by Don

Bosco priest. In 1968, the school was renamed the Private High School of Technology Junior

Don Bosco. Until January 31,1970 the school was modified to be the Private High School of

Technology Senior Don Bosco, referred to as High School of Engineering Don Bosco. After

peace and unification, the Southern Liberation Army took over the school, and on December 19,


Submitted by Nguyễn Thủy Vy Student’s ID number: 120999511975 the school was handed over to General Department of Metallurgy Engineering and

Electronics. In 1978, the school was renamed School Worker Technical IV directly under

Ministry of Mechanical Engineering and Metallurgy. Until 1994, the school was unified with

Chemical High School II in Bien Hoa city became Industrial Engineering School IV which

directly under Ministry of Industry . In March 1999, the school was upgraded to become

Industrial University of Ho Chi Minh city by Decision No. 214/2004/QD – TTg by Prime

Minister. The university is one of the biggest educational and training institutes in Vietnam.

3.1.1. MISSION

General purposes:

Build Industrial University of Ho Chi Minh city to become the most modern and developed

school in Vietnam and the university will reach the high top in the area. Moreover, it can satisfy

the need of professional labors for the national industrialization, modernization and the

development of Industrial and Trade.

Specific purposes:

Develop strategies for training, and ensure stable development of the university.

Try to increase gradually the scale of undergraduate and postgraduate courses and reduce the

scale of college education and vocational college.

Gather the strength to enrich the training quality and create the leading prestigious university

about quality training of human resources.

Try the best to become the technological and scientific research center, which has the researches

satisfying the domestic and global standard.

By 2020, meet the ASEAN standards.

3.1.2. VISION

Innovate the purposes, teaching methodologies, develop teacher staffs, meet the demands of

improving training quality, and make education management strategies much newer to be

equivalent with the advance of other universities in Vietnam and ASEAN.

Teacher staffs, and the school’s managers with development of the region and worldwide so that

they can teach advanced training programs including teaching programs in English.

Have enough financial to ensure teaching, academic quality and specified standard.

Make sure material facilities to meet the international standards.


Submitted by Nguyễn Thủy Vy Student’s ID number: 12099951Improve scientific research activities of lecturers, have a strong connection with production

facilities, business, service to obtain satisfactory results, serve for training as well as applications

in manufacturing and contribute to science and technology.

Many students won national and international prizes.

Make IUH become a high-rank university which is famous not only in Vietnam but also the

global and to be on the list of the top universities in ASEAN countries.

3.1.3. THE CAMPUSES

IUH has 4 campuses

1) HEADQUARTERS (HO CHI MINH CITY) , address: 12 Nguyen Van Bao street, Ward

4, Go Vap District, HCMC. Website: http://www.iuh.edu.vn

2) QUANG NGAI CAMPUS , address: 938 Quang Trung, Quang Ngai city

3) THANH HOA CAMPUS , address: Quang Tam commune, Thanh Hoa city, Thanh Hoa

province

4) NGHE AN CAMPUS , address: 26 Nguyen Thai Hoc, Vinh city, Nghe An province

3.1.4. DEPARTMENTS

The office functions consist of Office of Organization – Administration, Training Division,

Office of Accounting – Financial, Office of Academic Affairs, Office of Planning and Facility

Supplies, Office of Management Training – Science and Graduate, Office of International

Cooperation, Office of Political Affairs and Student Affairs, Office of Service, Management

Center – Dormitory

3.1.5 Material Facilities

Besides, the school has 800 theoretical rooms and lecture halls, 120 modern equipment practical

workshops. Moreover, the dorm provides nearly 20,000 accommodations for boarders. In

addition, the library has nearly 300,000 kinds of books. Also, the school has installed the Internet

system on campus. Last but not least, the most valuable service for students is the healthy and

convenient canteen.



3.1.6. FACULTIES, INSTITUTES, CENTERS

The office of IUH concludes various faculties, institutes, centers such as Faculty of Mechanical

Engineering, Faculty of Electrical Technology, Faculty of Electronics Technology, Faculty of

Automobile Technology, Faculty of chemical technology, Faculty of Garment and Fashion,

Faculty of Information Technology, Faculty of Thermal and Air-conditioning Technology,

Faculty of Accounting, Faculty of Fundamental Science, Faculty of Regular Education, Faculty

of Political Theories, Faculty of Foreign Languages, Faculty of Business Administration, Faculty

of Finance and Banking, Faculty of Trade and Tourism. In addition, The Institute of

Biotechnology and Food, Institute of Environmental Science, and Engineering and Management.

Finally, the center for training, Center of national Defense and Physical Education and Center of

Library.

3.2. FACULTY OF FOREIGN LANGUAGES (FFL)

3.2.1. History and development

Faculty of Foreign languages (FFL) is located on the ground floor of the B building in IUH.

Being established in 2005, FFL is still a new one in comparison with the other faculties in IUH.

Besides, FFL has played a significant role in teaching English with none English-majored

students and English-majored students in IUH. The FFL is responsible for teaching English for

students of other faculties in IUH as well as holding English and issues them A, B, C National

certification. Recently, cooperating IIG to organize and allocate TOEIC and TOEFL Certificate.

Every year, The FFL provides three types of academic educational courses such as university,

college, and vocational college training program. Moreover, FFL has 3 main groups of subjects

such as macro skills of English language (Listening, Speaking, Reading and Writing), the chief of

this subject is Mrs. Hoang Le Thi Tuyet. Then, students could learn various fields of linguistic

knowledge (phonetic, morphology, phonology, syntax and semantics), socio-culture (civilization,

British and American Culture and Literature), and specialized knowledge (translation and

interpretation), the chief of the various subject is Mr. Nguyen Khanh Du. Lastly, English teaching

methodology with the chief of this subject is Mr. Nguyen Xuan Hong.

The FFL has 52 personnel including 50 professional lecturers and 2 officers. They always

give students with the best teaching methodology, they are enthusiastic and friendly. FFL

have been training ten university courses from DHAV1 to DHAV10, ten college courses


Submitted by Nguyễn Thủy Vy Student’s ID number: 12099951from CDAV7 to CDAV16, and seven vocational college courses from NCAV2 to

NCAV8.

Faculty of foreign Languages is located at building ground floor B in IUH

Tel: (08) 3 8940 390

Fax: (08) 3 8946 268

Human resource organization:

Dean of the faculty: Bui Van Hat, M.A.

Vice Dean: Nguyen Xuan Hong, M.A.

Vice Dean: Do Thi Kim Hieu, M.A.

4. SIGNIFICANCE OF INTERNSHIP

My internship began from the 19th January, 2015 to the 5th June, 2015. During my internship

period, I gained lots of meaningful experiences to my career. On the first week, I attended some

classes which I watched over professional teacher teaching, such as CDAV15A, CDAV 150,

CDAV 141, DHAV10A, CDAV 149 which were taught by Mr. Nguyễn Hùng Khanh, Ms. Lê Thị

Thúy, Mrs. Vũ Thúy Nhiễu, Mrs, Phạm Thị Xuân Trinh.

After Tet holiday, I started to practice teaching English. The first period on the 23rd March, 2015

at CDAV 141 class, in A1.06 classroom. The second period on the 2nd April, 2015 at CDAV 149

class, in A5.06 classroom. The third period on the 17th April, 2015 at DHAV 180 class, in A5.04

classroom.

After observed and practiced teaching, I have learned many valuable things to myself that I had

never had before. To be blunt, I learned how to transmit knowledge from me to my students, I

learned how to interact with my students, the way to write on the board, and the way to improve

communication skill.

Although only three months for my internship, I realized that the internship is extremely

necessary and significant, and it provides a lot of experiences in building my own career.



5. CLASSROOM OBSERVATION

No. DATE CLASS PERIOD ROOM FORM TEACHER

1 30/1/2015 CDAV15A 7-9 A4.13 NGUYỄN HÙNG

KHANH

2 2/2/2015 CDAV 141 1-4 A1.06 LÊ THỊ THÚY

3 3/2/2015 DHAV10A 10-12 A5.03 VŨ THÚY NHIỄU

4 4/2/2015 DHAV 173 7-10 B1.02 PHẠM THỊ XUÂN

TRINH

5 5/2/2015 CDAV 149 7-10 A5.06 PHẠM THỊ XUÂN

TRINH

6. TEACHING PRACTICE

No. DATE CLASS PERIOD ROOM FORM TEACHER

1 23/3/2015 CDAV141 1-4 A1.06 LÊ THỊ THÚY

2 2/4/2015 CDAV149 7-10 A5.06 PHẠM THỊ XUÂN

TRINH

3 17/4/2015 DHAV 180 1-4 A5.04 VŨ THÚY NHIỄU



CHAPTER II:

CRITICAL CLASSROOM OBSERVATION AND

EVALUATION



1. THE FIRST PERIOD

Date: 30th January, 2015

Class: CDAV15A

Lesson name: Gender roles (Unit 1)

Skill: Writing

The first time I attended the class CDAV15A as an observer. I paid much of my attention to listen

to the teacher’s instruction carefully.

After attending, I gained some experiences:

Teacher warmed up the students by playing a game;

The students enjoyed the game to guess the title of the lesson;

Teacher gave out instruction clearly and observed students carefully;

Teacher created the pleasure atmosphere in the classroom;

Teacher moved around while was teaching in order to help students when any problems occurred.

2. THE SECOND PERIOD

Date: 2nd February, 2015

Class: CDAV 141

Lesson name: Getting Started (Unit 1)

Skill: Listening

For the second time to be an observer, I attended the class CDAV 141

After attending 2 periods, I earned some experiences:

Teacher spent a few minutes to check up students’ homework;

Teacher showed a clip, pictures which are related to the lesson;

The environment was interesting because the teacher let students move around to complete their

reports. Moreover, they could practice speaking skill. Unfortunately, some students were lazy to

move;

Teacher usually asked them like “was it clear, any question?” so that teacher could know how

they understood;


Submitted by Nguyễn Thủy Vy Student’s ID number: 12099951Good at instructions and well-observed.

3. THE THIRD PERIOD

Date: 3rd February, 2015

Class: DHAV10A

Skill: Writing

In the third period of the internship, I attended the class DHAV10A. After watching 2 different

classes, I learned some useful activities to prepare before practice teaching and what I am

supposed to do while teaching.

There are some experiences that I earned:

The students had good spirit in group-work;

Teacher was well-prepared and organized which means the teacher was in the classroom early

and set the teaching aids up. Thus, there was no time to be wasted in the class or the students did

not have to wait for the teacher and they could start learning when the period began.

4 THE FOURTH PERIOD

Date: 4th February, 2015

Class: DHAV 173

Lesson name: Celebrations (Unit 2)

Skill: Reading and Grammar

The fourth time I attended to the class DHAV 173

Warmed-up by playing game called “Guessing game”

Teacher is so lovely and friendly;

The students had good spirit in group-work;

The environment was funny and exciting;

Students were enthusiastic to raise their hands to answer Teacher’s questions;

Teacher gave out instruction clearly and observed students carefully;

Teacher also gave out the skills and techniques clearly.



4. THE FIFTH PERIOD

Date: 5th February, 2015

Class: CDAV 149

Lesson name: Lesson name: Celebrations (Unit 2)

Skill: Reading and Grammar

This is the last time I attended to the class CDAV 149, I felt more confident than the first time.

Now, I step by step imagine what I am going to teach in the real class. I will have few chances to

put theories into practice.

After attending 2 periods, I have learned some skills and experiences when teaching practice

afterward:

Teacher made the class lively and interesting by showing them pictures or video clips related to

the lesson;

Students were enthusiastic to raise their hands to answer Teacher’s questions;

Teacher instructed clearly what they need to do;

Teacher should correct students’ pronunciation immediately;

Teacher should change the size of the word on slide to be larger.



CHAPTER III:

REFLECTIVE EVALUATION OF TEACHING

PRACTICE



1. THE FIRST PERIOD

Date: 23rd March, 2015

Class: CDAV141

I start teaching after I have observed 5 classes. The first class I teach is CDAV141. I prepared

my lesson plan in a week before teaching in class. Besides, my group’s members help me a

lot for searching materials, handouts, and giving me some advices.

Lesson: UNIT 3: TRAVELLING TO WORK

GRAMMAR: PAST SIMPLE

PROCESS:

STAGES TEACHER’S ACTIVITIES

Warm-up Teacher has a small game for students to lead to the lesson.

Firstly, teacher divides class into 2 groups to play game.

Secondly, showing some pictures on the screen and asking

where the place is? Finally, eliciting the title of lesson so that

students guess.

Presentation After playing game teacher starts the lesson by asking a

question “ Do you love traveling?” Firstly, teacher shows

pictures to introduce vocabularies in context. Next, teacher asks

students to repeat all vocabularies. After that, asks students to

read the passage, and underline the new grammar. Secondly,

presents the new tense. Then, elicits some examples and asks

them to find out the structure. Lastly, asks students to work in

pairs to find out the usage and time expressions.

Controlled practice Play a mini-game. Firstly, divides the class into 2 groups and

instructs the rules of the game. Secondly, asks students work in

their groups and do exercises on the board quickly. Thirdly,

corrects the answers, and raises the correct answers.

Free practice Time for students to practice. Teacher delivers the handouts.

Then, makes a sample conversation and lets students work in

pairs. After that, asking some pairs talking ahead of the class.


Submitted by Nguyễn Thủy Vy Student’s ID number: 12099951Consolidation Teacher asks students to do “the focus” on the main textbook so

that teacher can help students to review the lesson.

Homework Teacher asks students do exercise 6,7 and learn by heart the

new words.

In general, it is not bad for the first time, there are many things I need to learn through the first

teaching period. For me, good points that I have achieved in this period: having a good

preparation for the lesson plan, controlling class well, confident teaching style, and paying

attention to time management. However, there are some points I need to improve. Firstly, I

need to introduce the rule of game clearly. Secondly, I should invite various students not only

focus on good students in the class. If I have a chance to teach this class again I will: give a

clear instruction and understandable examples so that students can catch up knowledge easily,

and try to spend time helping all students.

2. THE SECOND PERIOD

Date: 2nd April, 2015

Class: CDAV 149

For the second period, I was quite confident because of getting used to the learning styles of

the students. The reason why I knew how to teach them appropriately because I had observed

them in their periods.

Lesson: UNIT 4: OBJECTS AND DESIGNS

VOCABULARY: DESCRIBING PEOPLE AND OBJECTS

PROCESS:


Warm-up Teacher has a video clip for students to lead to the lesson.

Firstly, divides the class into 4 groups. Secondly, asks them to

take note what they are going hear. Lastly, asks students to

guess the lesson’s name.

Presentation Firstly, raises question “Do you know some words or phrases

that you use to describe people.” Secondly, introduces new

words about describing people. After that, explains the meaning

through the pictures which match each word’s meaning. Then,


Submitted by Nguyễn Thủy Vy Student’s ID number: 12099951speaks out loud and requires students to repeat. Next, requires

students speak individually and chorally. Finally, asks students

to find out the structure of describing people.

Practice Teacher asks students do exercise 2,3,4 on page 45. Firstly,

helps students identify the task. Then, requires them to discuss

with their friends. Besides, explains the meaning of facts,

personality, appearances. Teacher also gives examples to make

sure students can understand. Next, asks them to put these

phrases and words in the appropriate groups. After that, invites

some students to stand up and answer the questions. Finally,

checks and gives the correct answers.

Production Teacher has a mini game for students. Firstly, divides the class

into 2 groups. Secondly, gives instruction and invites some

students in each group to write the answers on the board as fast

as possible. Lastly, corrects the answers and gives gift for the

winner.

Consolidation Teacher requires students to speak out loud and their meaning

individually.

Homework Teacher gives some exercises to students practice at home.

The second period is quite smooth in teaching. For me, the good points that I have achieved

in this period are creating interesting learning environment, teaching process is smooth and

logical. Moreover, Mrs. Phạm Thị Xuân Trinh said I am friendly, helpful and confident.

However, I made some mistakes because I lacked of deductive approach step when

introducing the form. If I have a chance to teach this class again I will use deductive approach

in teaching. It means I will ask students to give the form before I present about it.


Submitted by Nguyễn Thủy Vy Student’s ID number: 120999513. THE THIRD PERIOD

Date: 17th April, 2015

Class: DHAV 180

Lesson: UNIT 4: OBJECTS AND DESIGNS

READING: COLLECTOR’S ITEMS

PROCESS:


Warm-up Teacher has a video clip for students to lead to the lesson. Firstly,

divides the class into 4 groups. Secondly, asks them to take note

what they are going hear. Lastly, asks students some questions to

guess the lesson’s name.

Pre-reading Firstly, shows pictures to introduce vocabularies in context. Next,

asks students to give or explain the meaning of the word. Finally,

requires students to repeat all vocabularies, and write down the

vocabulary on their notebook.

While-reading Teacher gives the reading strategy. First, asks students to read the

statements, and underline the key words. Then, asks students to

read the whole text (scanning, skimming). Second, requires

students answer the question and compare the answers with their

group’s members. Third, invites some students go to the board to

write their answer. Finally, checks and gives the correct answer.

Post-reading Time for students to practice speaking. Teacher delivers the

handouts. Then, makes a sample conversation and lets students

work in pairs. After that, asking some pairs talking ahead of the

class.

Consolidation Emphasize on the main point of the lesson so that students can

systematize what they have learnt. Teacher shows 3 collectors’

items again and summarizes the main points.

Homework Teacher asks students learn by heart new words.


Submitted by Nguyễn Thủy Vy Student’s ID number: 12099951The third period, I had a little bit afraid because I taught student with a higher level. The

students in this class were enthusiastic, and cheerful. Although I have practiced English

teaching 2 times before, I still made mistakes for this time. First, I spent too much time for

warm-up activity. Second, I made some mistakes in pronunciation (repeat, book). In the other

hand, Mrs. Vũ Thúy Nhiễu gave me compliment as I was confident, good preparation, and

good at fixing the true-false task. In general, if I have a chance to teach again, I will improve

the pronunciation and repair the warm-up activity as good as possible.



CHAPTER IV:

CONCLUSION



1. DIFFICULTIES ENCOUNTERED

During the internship period, I had to face with many difficulties as follows:

First and foremost, it was not easy to find classes in order to practice English teaching

because some teachers have been accepted other groups before. Secondly, the limited time for

a period so I had to deal with some difficulties when I prepared lesson plan. The period is

only 45 minutes but the lesson seemed quite long so I decided to focus on the main point of

the lesson and then divided each stage with specific time but still ensure the lesson’s content.

Thirdly, the classroom was too small, while the number of students was overcrowded. There

were 50 students in the classroom, so they could not pay attention to lesson well and it was

also difficult for me to divide the class into some small groups. Moreover, because of the

overcrowded students, so it was not easy to manage all the students. Finally, the difficulties

were not based on the way I was mentioned above; it is my difficulty encountered. Because

this was the first time that I had a chance to practice English teaching I lacked experiences

and communication skills with students who were shy and week in class. It was not easy to

convince students pay attention to my lesson with the enthusiastic and interesting way.

I am apologized that I could not find the best teaching method in order to attract and help my

students understand my lesson in the first time. Although during internship period, I faced

with many difficulties, I felt that this was like memorable experiences in my life, and I was a

little bit proud of myself for having had the opportunity to transfer the knowledge for the

younger. Therefore, I am going to improve and learn more effective ways in teaching English.

2. NEW SKILLS AND EXPERIENCES GAINED

During my internship period, I have had learned many new skills and useful experiences to

myself through my supervisor Mrs. Vũ Thúy Nhiễu who was abundantly helpful and offered

invaluable assistance, support and guidance. By the usefulness in her advices, I can improve

my English teaching skills and strategies greatly. Besides, the two teachers who gave me their

classes for my practicing English teaching as Mrs. Lê Thị Thúy and Mrs. Phạm Thị Xuân

Trinh. They gave me professional guidance and specific feedbacks that significantly help me

enrich my experiences in teaching English. Last but not least, my group members who always

beside me and share their ideas and support me during the internship period.

There are some specific valuable skills and experiences gained as the following:


Submitted by Nguyễn Thủy Vy Student’s ID number: 12099951First of all, in the process of teaching, I realized that preparing a lesson is absolutely important

step because it will determine the success of the lesson. Honestly, if I have a good lesson plan,

I will be confident performance in front of class. I also have known how to make students

more exuberant and enjoyable instead of felling tired or not paying attention to the lesson.

Next, I know how to balance time, the best way to arrange time is to focus on the main part of

the lesson so that students are able to understand easily and they will pay more attention to this

part. Besides, interaction is totally important. I have learnt how to interact with students and

understand them so that they are flexible when they are learning. For example, if I want all

students co-operate with me, I should talk to them before starting a lesson and also design

some small games which are related to the lesson in order to make students feel cheerful and

motivated when the lesson starts such as guessing games, matching games, stop the bus.

It can be concluded that I had a chance to improve and practice my weak skills to become my

strong points. In my opinion, one of the best ways to learn English effectively is teacher and

students need to have a good interaction so that teachers are able to exchange the knowledge

easily with their students as well as students are comfortable when asking questions about the

lesson with the teacher.

3. RECOMMENTDATIONS OR SUGGESTIONS

In Vietnam, English has been a compulsory subject, so students have started learning English

at grade six in their high school. Regretfully enough, the teaching of the four skills has not

conducted equally. Whereas Reading and Writing have been focused, Listening and Speaking

have almost been forgotten, so students often feel uncomfortable when being surrounded by

daily English speaking activities. Moreover, there are varieties of weakness in teaching

English. As a foreign language, the teaching English methods should be changed to adapt to

the recent learning styles. I would like to make some suggestions.

First of all, the majority of teachers still use the traditional teaching methods which are heavy

on imparting knowledge, but not encourage students to study independent way and to be

creative thinking methods. Teacher should apply CLT (Communicative Language Teaching)

method or PPP (Presentation, Practice, Production) method in teaching to make the

environment’s class hearty more than using grammar-translation method.

Secondly, there is no doubt that not only teacher makes an effort, but students also play a

major part in learning speaking. Therefore, in order to motivate students to speak English,


Submitted by Nguyễn Thủy Vy Student’s ID number: 12099951teacher should foster their students to practice speaking on a daily basic and make students

realize the nature of speaking process. For example, they can find some foreigners around the

center of the city and some other famous places or look for some English coffee shops where

they can practice English with native speakers. To be blunt, if students practice some ways

that mentioned above, they not only fluent in speaking but also enrich their vocabulary,

structures, slangs and even idioms as well because there is nothing more practical than a good

theory.

Last but not least, this is also a useful advice for teachers to help students overcome the fear

while speaking because students are worried about lack of words or wrong grammar’s

structures. Teacher should make their students feel comfortable and believe that no one is

perfect so making mistakes are unavoidable in speaking. The more they practice speaking, the

richer vocabulary and English structures as well as new ideas they get.



APPENDICES


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