Internship Report In English Major
internship report in English major
Submitted by DUONG THI TUYET NHI ID number:10034951
ACKNOWLEDGEMENTS
In the course of this report, I would like to thank all those who helped me complete this training period.
First of all, I am greatly indebted to Mrs. Nguyen Thi Thuy Loan M.A. as our supervisor for instructing me procedure to do the internship. With her sincere comments from the beginning days of this process, I really more mature in recognizing strong points to increase and decrease weaknesses. I also have accumulated good experience from her shares about English teaching methodology. Especially, I really want to send my thanks to her for giving me chance to be an actual teacher to transmit my limited knowledge to her students.
Without her help, I could not finish the internship course.
Many thanks also to Ms. Tran Thuy Xuan Thao, Mr. Nguyen Van Nha, Mr. Tran Duy
Tuan, Mr. Ngo Xuan Dieu and Mr. Nguyen Xuan Vinh who help me so much by allowing me to come to their classes to observe as well as study from their teaching technique to see the differences about learning styles.
My appreciation is also extended to a numbers of classes AVSC 002, AVSC 009, AVSC
018, AVSC 033, AVSC 024, especially the cooperation of students in class DHAV178, they were very enthusiastic when I gave them instructions, they are encouraged me in being confident to accomplish my practice completely. I am really appreciated their support.
Very special thanks are due to my close friends who are also other members in my group. They are Nguyen Thi Phung, Bui Hai Linh, Nguyen Thi Linh, Nguyen Thi Le Quyen,
Nguyen Thi Thanh Nhan, Doan Vu Thanh Nhan, Bui Thi My Phuong, Thai Thanh Tan, Vu
Thi Kim Oanh and Nguyen Vuong Boi Ngoc. With their suggestions and supporting, I have many good ideas for my lesson plans and using them effectively.
I am deeply indebted to Ho Chi Minh University of Industry as an active learning environment where I have chance to receive knowledge and experience life as a university student. In the school, I have been approached professional training and educating that is required by modern society.
I also would like to sincerely thank the Faculty of Foreign Languages for providing me with foundation as well as advanced knowledge of English language in learning process. If I did not have the faculty’s permission to observe in some classes I cannot finish my internship.
The faculty brought me the most favorable conditions to carry out this internship period.
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Submitted by DUONG THI TUYET NHI ID number:10034951
And last but not least, my heartfelt thanks go to Mr Nguyen Xuan Hong M.A, he helped my class so much in our internship, he gives us a form to observe the class. He also gives us the ways to write the internship report.
In short, I would like to thank all people supporting me to finish my internship course.
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Submitted by DUONG THI TUYET NHI ID number:10034951
SUPERVISOR’S COMMENTS
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Submitted by DUONG THI TUYET NHI ID number:10034951
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Submitted by DUONG THI TUYET NHI ID number:10034951
MARKER’S COMMENTS
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Submitted by DUONG THI TUYET NHI ID number:10034951
TABLE OF CONTENTS
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Submitted by DUONG THI TUYET NHI ID number:10034951
CHAPTER 1:
INTRODUCTION AND
CONTEXT OF THE REPORT
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Submitted by DUONG THI TUYET NHI ID number:10034951
1. SELF- INTRODUCTION:
My full name is Duong Thi Tuyet Nhi, I am studying in Faculty of Foreign Language in
Ho Chi Minh University of Industry, and my major is English. One of my favorite is studying
English. When I was young, I saw my uncle talked with the foreigner, I felt interested. I thought that when I am adult, I will choose English as a major. As a result, after my effort, I can be a student in Industrial University of Ho Chi Minh City. I love English so I have passion to study day by day. I have try my best to master this great language. What I study in class is focus in linguistic term by researching knowledge of English language. Being major in English lets us acquire academic theories of English language, for instance, how to pronounce a word correctly, how to analyze the smallest element of language. English major help me discover the essence of language in order to apply them in real situation.
This report might be considered as the overall result of three weeks internship time.
Although three weeks might not be long for me to get totally used to a new working environment, I tried my best to take up and apply what I learned during four years into my internship course.
2. SUPERVISOR AND PARTNERS:
Thanks to the help of my beloved supervisor- Mrs Nguyen Thi Thuy Loan M.A, working in Faculty of Foreign Language of Industrial University of Ho Chi Minh City, she gives me a lot of feedbacks to correct my lesson plan that make me have a successful teaching in my internship course. My group usually sends ours questions to her e-mail for a help or her advices. She works with us enthusiastically by giving us advice to create lively activities for our non- English major students. Besides, she gives us instructions to write a better plans and internship report lately without grammatical mistakes. Whenever our group comes and meets her, she is always eager to talk with us and point out many ideas to make our classroom activities more creatively. Teacher always show us the way to stand in front of student, the way we express, the way we behave like a real English teachers and how to apply methodology to teach and adapting textbook. She also shares her experiences of teaching such as using classroom time effectively, controlling classroom activities and interacting with students. Furthermore, I cannot finish my internship successfully without the supports of my lovely friends. They are always my motivation whenever I am in my teaching periods. We have gone to library or canteen regularly before the day we have lessons. One member pretends to teach students and others of group will consider the good sides and bad sides then
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Submitted by DUONG THI TUYET NHI ID number:10034951 we give advice for each other to make the lesson better. In classroom, I always sit on the back of the class and talk with those who are near me. These partners often sit at the middle, therefore we seldom have a conversation. However, thanks to this internship, we have had more chance to talk and share together. I was getting along well with them. As a matter of fact, there was not any conflict or disagreement between us. Every single matter involving to the internship, we shared, discussed and solved together. One again, I want to thank them, my good partners.
3. THE OVERVIEW OF INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
AND FACULTY OF FOREIGN LANGUAGE
3.1 INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
Industrial University of Ho Chi Minh City (IUH) is one of biggest technical and vocational education providers in Vietnam. It has 3 campuses:
A. Campus 1 (Headquarter):
Address: 12 Nguyen Van Bao, Ward 4, Go Vap district, HCM City.
Phone : 08 38940390
Website: www.iuh.edu.vn
B. Campus 2 (Quang Ngai):
Address: 938 Quang Trung Road, Quang Ngai Province.
Phone : 0553 250 075
Website: http://www.iuh.edu.vn/QuangNgai/
C. Campus 3 (Thanh Hoa):
Address: Quang Tam Commune, Thanh Hoa City, Thanh Hoa Province.
Phone : 0373 675 092
Website: http://www.iuh.edu.vn/thanhhoa/
Annually, IUH offers the multi-discipline, multi-professional and multi-level training services to tens of thousands of students nationwide. With its equally qualified teaching staff of over 1800 and hundreds of guest lectures, IUH is committed to enhance the quality of its training services. The students are also offered the supplementary foreign language and IT courses and many others in terms of interaction, and industrial behavior helpful to them in a modern working environment. The university also focus on professional training courses according to the requirements of the industry or localities where the students can improve their professional knowledge, practical labor skills, and operate the modern machines at work.
IUH has built long term cooperation with partners from Europe, North American,
Australia, and regional countries whose education and training are well- established and developed on the basis of high quality technologies. Annually, IUH offers the international cooperative training programs at university and college degree in the training areas of
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Submitted by DUONG THI TUYET NHI ID number:10034951 information Technology, Business administration, Electrical Engineering, Electronics,
Mechanical Engineering, Environmental Science and Garment and Fashion Design
Techniques.
IUH is determined to construct a modern teaching and learning environment, offering its students the achievement of advanced education. IUH constantly upgrades its capacity of providing academic education and technical training courses to meet the needs of the industry and community in Vietnam as well as to be one of the key universities in the country where the latest technical advances, teaching methodologies, and training services are applied.
Certificated by ISO in 2005, it has been striving for a prestigious trade mark on the labor market nationwide.
3.2. THE OVERVIEW OF FACULTY OF FOREIGN LANGUAGE:
Located at the ground floor of the block B, Faculty of Foreign Languages (FFL) has played a significant role in IUH. Established in 2005, it takes responsibility for training and reaching English in the entire university. IUH’s students have to get a certain English certificate, depending on their levels. Every single English certificate, therefore, has to be controlled and managed by the FFL. From being established till now, FFL has trained 9 courses of university level from DHAV1 to DHAV9, 8 courses of college level from CDAV7 to CDAV15 and 3 courses of vocational college from NCAV2 to NCAV5.
Under the lead of Mr. Bui Van Hat M.A., Dean of the FFL, Mrs. Do Kim Hieu M.A. and
Mr Nguyen Xuan Hong M.A., Deputy of Dean, the staff of over 55 skilled and enthusiastic lecturers have performed very well in their teaching. Besides teaching, some of them have also complied course book for internal use.
Beside Dean and Deputy of Dean in FFL, we have some lecturers as a head of a major.
Mrs Hoang Le Thi Tuyet is the Head of Basic Major including Speaking, Writing, Listening,
Reading. Mr Nguyen Khanh Du is the Head of British- American Literature and Culture,
Linguistics, Translation and Interpretation major. Mr Nguyen Xuan Hong is the Head of
English Teaching Methodology major. Though I have not worked with all of the FFL’s lecturers, my common sense is that they are really good, in terms of professionalism and morality. The FFL at present has more than 1000 students with different levels: four years, three years and two years. At the beginning, they will study macro skills including speaking, listening, reading and writing. These are very useful for them in the further learning. After
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Submitted by DUONG THI TUYET NHI ID number:10034951 that, they have chance to get more accesses to linguistics and foreign social cultures as well.
Moreover, the FFL’s students are also equipped with specialized subjects like translation, interpretation and teaching practice methodology. Thanks to these, after graduation, the students will have various choices and more opportunities in their future job.
4. SIGNIFICANCE OF INTERNSHIP:
Having assured knowledge of English is not enough to be successful unless students have chance to practice it in real life. That is the reason why internship plays an important role in changing theories into specific circumstance lively. By doing internship, I am got acquainted with new friends who are from other faculties and observed their English learning attitudes and demands in order to apply suitable teaching strategies and methods for each subject. Though the internship- the foundation step, the students become more confident and active to face any difficulties in my future job.
Our group started the internship at the beginning of the second term of 2013-2014. Not similar to any students from different major, we fell so lucky when IUH created good conditions for us to practice teaching English at our school. It lasted 4 months from December
2013 to March 2014.
My internship course including two main activites: classroom observation and teaching practice. In the first part, classroom observation, after my supervisor guided, I asks totally four teachers (Ms Tran Thuy Xuan Thao, Mr Nguyen Van Nha, Mr Ngo Xuan Dieu and Mr
Nguyen Xuan Vinh) for their permission to observe five class. During this part, I receive from the teachers many experiences that I have never had. I can learn the way they express to their students, the ways they force students… Thanks to this part, I continued the next part, it is teaching practice. Teaching practice was a turning-point in my life. It was also an interesting experience that I went through.
This internship not only provided me with an opportunity to understand all dimensions of teaching, but also began to apply what I have learnt in real challenges. For me, this internship helped me open my knowledge, be more confident.
5. CLASSROOM OBSERVATION:
Firstly, we have to observe some class by the permission of the lecturers of those classrooms. They are enthusiastic and professional in teaching English. Through this activity,
I have some experiences for my teaching practice.
The table below shows my classroom observation schedule:
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Submitted by DUONG THI TUYET NHI ID number:10034951
No Date Class Period Room Form of teacher
1 18.12.201
3
AVSC002 14 B2.05 Ms. Tran Thuy Xuan Thao
2 18.12.201
3
AVSC009 15 A4.11 Mr. Nguyen Van Nha
3 18.12.201
3
AVSC018 16 A5.06 Mr. Tran Duy Tuan
4 23.12.201
3
AVSC033 14 B2.06 Mr. Ngo Xuan Dieu
5 25.12.201
3
AVSC024 14 B2.04 Mr. Ngo Xuan Vinh
1.6. Teaching practice
After classroom observation, we came to the most important challenge. It is teaching practice. It gave me the experiences of a teacher. And I recognized teaching is not easy as I thought… The table below shows schedule of my teaching performances in details.
No Date Class Period Room Form Teacher
1 08.01.2014 DHAV178 10 X11.1 Mrs. Nguyen Thi Thuy Loan
2 26.02.2014 DHAV178 8 A4.13 Mrs. Nguyen Thi Thuy Loan
3 12.03.2014 DHAV178 10 X11.1 Mrs. Nguyen Thi Thuy Loan
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Submitted by DUONG THI TUYET NHI ID number:10034951
CHAPTER 2:
CRITICAL CLASSROOM
OBSERVATION AND
EVALUATION
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Submitted by DUONG THI TUYET NHI ID number:10034951
1. THE FIRST PERIOD
The first teacher I got the permission of observation was at class AVSC001 at room
B2.05 on December 18 th , 2013 at period 14 th .The students started studying Unit 11 in
American Headway 1B ‘Looking Good’. The teacher taught Grammar point about the present continuous tense. The total of students is approximately 35. Their level is pre- intermediate. I sat at back row of the class so that I could observe the whole class, which was well-attended.
Before beginning the lesson, the teacher checked students’ homework to warm their up.
She gave the students 2 minutes to complete and then she calls anyone to answer. She explanations in English first, and then translated them into Vietnamese to get students understood. When students did exercise, she moved around and supported students if they want a help. After 2 minutes, she started checking the exercise by calling someone go to the board to write down their answer. She really knew how to force students working. She raised her hand up and said “class, who can help me answer? This sentence is easy, so who can give me the answer”. During checking exercise she repeated the main grammar point of the present continuous tense. After that, she called some students to give examples. Then, she explain the next exercise for students. She divided students into four groups and analyzed the good and bad sides of working in group. She wanted every members of each group to show their solidarity with each other, and if the group worked well in class, each member got bonus in regular tests. According to what I observed, most activities and more than 60 of questions related to group work. The students had 3 minutes to work in group. She called some group to answer after that.
Then, she moved to the new lesson, she divided class into 6 groups. She also explain the rule of the exercise by English and Vietnamese. She did not forget to explain new words. She gave her students 10 minutes to do exercise in the course book about describing their partner.
After that, she called some members to write down the answer on the board in order to correct their grammar point. She also called some groups to describe their partner. When her students did not speak correctly, she corrected immediately. This exercise took 20 minutes.
The third exercise was reading. Students read aloud the sentences in the course book.
Based on that sentence, students should provide the structure of grammar point. After that, student guessed the tense they would be study that day. It was the present continuous tense.
The teacher taught the form and usages of that grammar point. She also gave her examples and asks some students gave the examples. In production part, she asked the students do exercise in the course book. After 5 minutes, she called some students to answer.
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Submitted by DUONG THI TUYET NHI ID number:10034951
The teacher was so kind and friendly. I saw that the relationship between her and the students was very good. To the students doing the internship, she was very helpful. In addition, she has a strong voice. After her class observation, I can study from her voice and the way she forced her students. I had some experiences for my next teaching practice that sometime, the students will fell tired, I should know how I can force them and when I must let them relax. A strong voice can attract students. And last but not least, my friendly and helpful can make the relationship more closely.
2. THE SECOND PERIOD
After the first period, my group members and I moved to the room A4.11 for our second observation. The class was AVSC 009. This room had more equipment than the others. It has
LCD, speaker so the effect of the period can be better. One of my classmates told me that the teacher was very kind and he would accept all. Therefore, our group decided to go to asking him. As expected, he agreed to let us observe his class. The total of students was also approximately 35. We observed the second period so the students was learning grammar spot comparative in unit 11 (Life is an adventure).
To warm the class up, he showed two pictures on the screen and described them. He asked his students find the differences between them. Then, he wrote on the board the sentences he said. He told to the class all sentences on the board were the way we compare someone of something. After that, he leaded to the main lesson. At the presentation part, he gave to the students the structure of comparative sentence. He showed some examples and asked students construct sentences. He gave students ten minutes to complete. Then, he called some students write down their answer on the board. After that, he corrected the answer.
In the next part, he asked students do exercise 1 in the course book. He also explain the rule of that exercise by English and Vietnamese. Once again, he repeated the structure how to use “some, any, how much, how many”. The students had ten minutes to complete. Then, he called some students to answer. At the last part, he supported his students finish the exercise.
After this classroom observation, I saw some things I should apply to my teaching practice. Firstly, the effect of technology is so important. A beautiful and clear PowerPoint can help students easy to get the lesson.
In addition, when I looked at his face, I felt comfortable. The teacher made a happy class by his smile. He usually smile to his students. This action can make a good relationship between the students and him. On the other hand, I think I will cooperate CLT and GTM, I
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Submitted by DUONG THI TUYET NHI ID number:10034951 will give students more chance to work in groups. These are significant experiences I gained from the 2 nd observation.
3. THE THIRD PERIOD.
My friends said that the lecture was a wonderful teacher, he was still young. I came to his class and asked him for a permission. On December 18 th , 2013, at the room A5.06. The class was AVSC018. The students stared vocabulary, linking words in unit 8 “A date to remember”, in American Headway 1B. I also sat at the back row of the class so that I could observe the whole class, which was well- attended. The total of students was 40. The level was pre-intermediate. The class was crowed. The first impression he put on me was a humorous teacher. Moreover, he always smile or laugh with his students, that helped them fell more comfortable and made a good relationship between the teacher and the students.
He was really my idol. The teacher was very skillful in combing Communicative
Language Teaching and Grammar Translation Method. I realized that the interaction between the teacher and the students was very flexible. A special characteristic in himself that I must learned, he did not depend on the course book too much, he omitted and changed some uninteresting exercise by creative activities. In addition, the most important thing I should mention about his characteristic that he extremely encourages students to speak English as much as possible. He spoke English loudly and slowly, that was the reason why the students followed and understood easily. He has an attractive voice. This could be one of his advantages. Through this observation, I had some experiences.
First, when he taught about linking words, he did not give them the linking works immediately. He wrote down some examples on the board and asked the students to find out linking words. He called some students to speak their answers and explained it. Then, he led his students to the main content of the lesson by providing some examples, translating the linking words. All of his examples was very funny. And interesting. Especially, he practiced with his students these linking words. After that, he invited some students choose one of the linking words on the board and make a sentence used that linking words. He said that this way could help teachers check students’ background knowledge effectively. Then he correct the mistake of the students. He used the sentences of the students to help them distinguish between the linking words. In the next part, he asked the students to do exercise on the course book. He guided the students how to do the exercise by answering the first question. And then he gave them five minutes to complete their exercise. While his students did exercise, he
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Submitted by DUONG THI TUYET NHI ID number:10034951 move around and helped them if they want a help. After the time was up, he invited some students to write down their answer on the board. Then, he corrected and gave feedbacks.
During his period, I did not see any gap between the students and him. His humorous style in teaching could help the students fell relax and relieve the pressure from their study.
The atmosphere in the classroom is very positive and comfortable. In addition, he knew when his students felt tired, he told a funny story so that the students can feel relax under the pressure of studying but they still remember lesson well. On the other hand, he gave nickname for his student. This action was really interested. In short, his class was very effective, lively and funny. The teacher knew how to force student study.
4. THE FOURTH PERIOD
After the third observation, I came to the next one on December 23 rd , 2013, at the room
B2.06. The total of students was 50, the level was pre-intermediate. I came to this class on the
2
nd period so they was learning Speaking (Every English) in Unit 8 (A date to adventure) in
American Headway 1B.
At the first part, warm-up, he opened the course book on page 61 and asked students describe the picture. He gave students 5 minutes to find the answer. After that, he called some students to answer. Then he corrected it and lead to the main lesson.
Next, the teacher explained some new words. And he also gave examples about these words. The new words are about special days such as Valentine’s Day, Christmas, birthday…
And he asked students repeat the vocabulary loudly.
In the next part, he asked students to do exercise 3 in the course book. The students had
5 minutes to finish. When the time was up, he called one student to answer. A special point, he interacted with his student front of the class by making a conversation. He also knew how to force students by giving compliments and comments.
Move to the next part, listening skill, the teacher let his students listen an audio and fill in the gaps. After that, he invited some students write down their answer on the board. He played the audio again to check the answer. He also gave compliments for his students.
In this period, the teacher used both GTM and CLT method. With this cooperation, the students can improve their speaking and listening skill better. He manage was good. He usually gave compliments to his students. And I think that I must learn this point from him.
Giving my students a compliment can force them to study better. However, teacher did not use microphone and PowerPoint. So the students cannot listen his voice clearly. If I were him,
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Submitted by DUONG THI TUYET NHI ID number:10034951
I would design a PowerPoint with a game to make the lesson be more attractive. These are significant experienced I gained from this observation.
5. THE LAST PERIOD
My last visit for observation was made on December 25 th , 2013. The teacher taught
AVSC25. He taught Everyday English in Unit 10 (Looking good) in American Headway 1B.
During the lesson, he mainly used CLT and that is suitable with the level of students. While he teaching, he usually used English, and then translated into Vietnamese to make sure that all students understand what he said.
In the first activity, he asked students to do the homework he had given last period. He called some students to answer and wrote down on the board. Then he corrected and gave feedbacks. Then, he asks students to do exercise 1 on page 77 in the course book, he asked his students work in pairs. After 5 minutes, he called some pairs to stand up and speak out their answer. He also correct the answer about their pronunciation and their intonation.
After that, he let the students listen a conversation and asked some questions. He let student listen two times. Then, he divided class into some groups and work with the partner to find the answer.
Lastly, he gave his students some topic which was interesting, and required them make a conversation to present in front of the class. After ten minutes, he called some groups to present their work.
After this period, I gained some experience, first of all, it was easily to recognize that teacher’s voice was enough clear and strong. His voice could attract the concentration of students. It is a strong point in his teaching. In addition, he usually took care of his students by supporting them if they want a help. Moreover, the way he taught was so light. He did not gave student knowledge too much so the student could feel relax and was interested in his activity. However, he did not use PowerPoint so the lesson plan might not interested. Beside that, his face was so stress, that could effect on his students’ attitude.
6. CONCLUSION
After my classroom observation, I studied many experiences from the teachers. They are enthusiastic and professional lecturers. In each class, I studied the different things. I knew
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Submitted by DUONG THI TUYET NHI ID number:10034951 that my emotion effected on my students’ mind so much, so I should not put the pressure on my students. Beside that, a good design of PowerPoint could make a successful teaching period. On the one hand, a strong voice can make a good impression on the students and attract them. In addition, the teacher should be active to face to the difficult situation made by the students. We might be no more facile, but not too inflexible. Sometimes, when the class is so tired, the teacher can tell a funny story or play a small game to wake the student up. These were the useful experiences for me in my next teaching practice.
Once again, my heartfelt gratitude thanks to Ms. Tran Thuy Xuan Thao, Mr. Nguyen
Van Nha, Mr Tran Duy Tuan, Mr. Ngo Xuan Dieu and Mr. Nguyen Xuan Vinh, who helped me complete my classroom observation part.
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Submitted by DUONG THI TUYET NHI ID number:10034951
CHAPTER 3:
REFLECTIVE EVALUATION
OF TEACHING PRACTICE
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Submitted by DUONG THI TUYET NHI ID number:10034951
1. THE FIRST PERIOD
After completing my observation, I moved on to another so important part in the internship: teaching practice. My group was luckily than some groups, my supervisor was teaching a class at pre-intermediate level. So, our group got her permission to implement our teaching practice in her class. The class was DHAV178.
On January 4 th , 2014, I taught my class at the tenth period in room X11.01. My mission on that day was teaching vocabulary and speaking of Unit 2 “the way we live”. The total of students in my class was 50 students.
That was the first time I stood in front of a whole-class with the role of a teacher, so I was nervous. Moreover, I was the last teacher on that day, so I had a pressure about the time.
Process of preparing lesson plan
Before teaching this period, at home, first of all, I opened my course book (American
Headway 2A) and found out the most important I must emphasize. Then, I found the important exercises I must gave to my students for their practice. And the most important thing I was in a divided mind as to what to do was how I could express to my students.
Immediately, I tried designing a lesson plan for that period. At the part of contributing vocabulary, I thought about the teacher in the second observation class, he had a beautiful
PowerPoint by using picture. So that, I thought an initiative way to make student remember the vocabulary longer. I would teach them the vocabulary with a picture. At the part of speaking, I would design a lesson plan about the conversation between two groups. But, I forgot that the warm-up part was also important. Then, I researched on Youtube to find out a video clip related to my topic. As a result, I found a clip with the name “My daily routine”. I put it on my lesson plan immediately. After that, I thought that if I taught vocabulary and speaking. I might give my students a chance to be the centered to improve their communicative skills. And the best way was working in groups. Moreover, my teaching period was the last period, they could fell tired, they did not have enough enthusiastic to study. Then, I designed all my ideas by a lesson plan. After 2 days, I met my supervisor for a help. She gave me the useful advices. She gave me the way my time was more resourceful by asking students for help when checking the answers. Instead of checking my students’ answers, I could depend on some students for checking the answers. This way can help me save my time. She also pointed all of my mistakes about grammar point on my lesson plan.
After that, I came home and correct all my errors. Then, I met her again and that time, she
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Submitted by DUONG THI TUYET NHI ID number:10034951 accepted my lesson plan, I would like to thank my supervisor, thanks to her help, I could finish my lesson plan completely. I design a PowerPoint immediately, I asked my close friend for a help, she is also the leader of my group, Nguyen Thi Phung, she gave many pictures to me for inserting to my PowerPoint. After 2 days, I finished all my task. I shouted for my mission accomplished. And I chose the most beautiful Ao Dai for my first period of teaching practice. While teaching
While teaching, I had face to some unexpected things, the period did not happened as my lesson plan. I just had forty five minutes to complete my role, I started fell nervous. But my friends encouraged me. I had more motivation. I came to the board and introduced myself to my students and asked them some questions before watching the video clip. Fortunately, the students cooperated with me. They raised their hand to answer the questions. After each answer, if their answer were right, I gave them a compliment. And that is the way I had learnt from the first classroom observation. I gave some questions to put them some information about the next video clip they would be watched. After that, I let students watch the video clip. Then I asked them some questions related to the video clip and leaded to main lesson that day. In pre-speaking part, I divided class into four groups and gave them a paper which contained a list of verbs and a list of nouns. Then, I asked them to match the words in two columns. I gave my students two minutes to complete. While they was working, I moved around and asked them if they wanted a help. I was very happy because my students worked so hard. They discussed effervescently but still keep the environment orderly. Then they run to the board and stick their answer. I invited each group a member to go to the board and checked the answer while I showed the answers on the screen. I did not forget to give the winner a compliment.
Then, I showed on the screen new words with the pictures to illustrate. I asked my students to guess the meaning. After they guessed, I corrected the answer and read aloud the vocabulary. Then, all my students read aloud, they did not want my reminding. I felt so happy, all my tired heartfelt disappear immediately. At the next part, while-speaking, I still let them to work in groups, gave my students a paper, on the paper, I wrote 12 sentences with 12 gaps.
I asked them to find out the words and filled in the gaps. My students worked seriously. I walked around the class to help my students with their task. I faced to a surprise question of a student: “Madam, did you have a lover?” He made me embarrassed in some seconds. After that, I said “ your question did not related to our exercise, if you asks a question like this
Supervisor: NGUYEN THI THUY LOAN M.A. Page 22
Submitted by DUONG THI TUYET NHI ID number:10034951 again, I will punish you, now, you continue do the exercise with your group.”. This is the first time I faced to a difficult situation like that. Then, I also invited some students to help me check the answer. In the post-speaking part, I let students play a game. It was also the exercise
5 on page 13 in the student book. I saw that my student was relax on the game. All of my student laughed uproariously.
After the lesson
After the first period of my teaching practice, I received many feedbacks from my supervisor. She pointed at my good points to continue and some things need to improve. She said that I must improve my pronunciation, especially in my ending sound. And I might chance some way to manage class in the game. When I came to my home after my role, I felt happy, I remembered my teaching process in that morning. I tried my best to give my students all the knowledge I had had. However, like my supervisor said, I must improve my pronunciation and did not allowed to speak Vietnamese too much. And another experience, I must balance my time to all exercise.
2. THE SECOND PERIOD
Thanks to many feedbacks from Mrs. Loan in the first period of teaching practice, I felt more confident to continue my practice. My supervisor continued to assign a new task to our group. According to her assignment, I would teach the grammar skill. The grammar point was practice verb patterns in Unit 5 “What do you want to do?” On February 26 th , 2014 in the room A4.11 I went through the second period of my teaching practice.
Process of preparing the lesson plan
Before the second period of my teaching practice, I also found the important exercise and researched about the grammar point. On all of skills, my weakness is on grammar. It was a difficult problem to me. I asked my group for a help, they gave me some advice to contribute my lesson plan. I decided to choose GTM for my lesson.
In the presentation part, I decided to let my students work in groups. I designed an exercise like a game. I cut paper into a lot of pieces, which contained some verbs. And students would stick them on the right column. Then I take out two sentences in the question
2 in Grammar spot on page 35, asked students to point out the differences between them. In the next part, I also take out the exercise 1 on page 25 in American Headway 2A. I wrote all sentences on a paper to save my time in the class. In the production part, I designed some topic for students. Printing it into a lot of handouts with the topic.
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Submitted by DUONG THI TUYET NHI ID number:10034951
But, I could not find the ways to express in the first part, warmed students up. Then, I send my difficult problem to my supervisor’s email. After 6 hours, she gave me a help.
Thanks to her help, I contributed my warm-up part well. After finished my lesson plan, I gave my lesson plan to my supervisor for her acceptance. Fortunately, she agreed with my lesson plan. Once again, thanks to her, I could finish my lesson plan completely.
That was the second time I stood in the class, moreover, I prepared for my lesson plan carefully so at that time, I did not fell nervous like the first time.
While teaching
While I came to the class, I faced to a big problem. My students absented too much. The total of the students that day was only 12 students. I started fell nervous. Almost my activities was working groups. So what I could do right now? I tried to calm down, and change my lesson plan through my supervisor’s acceptance. I had just divided class into two groups. I asked my students some questions to warm their up, then I let them watch a video clip. The video clip contained some verbs followed by gerund and some verbs followed by to infinitive.
They should watch carefully and found out the verbs to put them on the right column. My students worked so hard, they found the words and stick their answer on the board. Then I checked the answer and moved on the next part, I asked them continued work in groups and did the exercise. Before present the grammar point, I would like make my students try their best to find out all the verbs they had known. Although the class had a student of twelve, they study hard and actively. I let my students stick their answer on the right columns. Then I presented the grammar point, and gave them some examples.
As my plan, I gave them a chance to practice by gave them a paper, which contained 8 sentences. I offered them to work in groups and find the wrong sentences, after that, they should correct these sentences. My students worked effectively. They found and correct the wrong sentences quickly and exactly. Then I corrected the answers and gave them a compliment and a clap hand. Next, I let my students make their conversations and practiced in front of whole-class. Lastly, I repeated the grammar pint again and gave the homework to my students. After the lesson
After my second period of teaching practice, I felt relax, anyway, I thought that I overcame two of three parts. My supervisor also point out my weakness and what I need to improve. She said that I need to improve my intonation and should make more clearly the
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Submitted by DUONG THI TUYET NHI ID number:10034951 differences between two sentences “I like dancing” “I would like to dance”. She said to me by all her heartfelt consideration, I knew that… I said to myself that I must try my best for the last time, used all my enthusiastic. After two periods, I thought that the visual aids and music helped me so much on attracting the concentration of the students. I should continue to keep my voice like that, clear and strong. However, I still improve more about my intonation. It like as the Vietnamese speak English. That was the second time I could not improve my weakness on speaking Vietnamese usually. I regretted so much, if the time came back, I would have speak English more.
3. THE THIRD PERIOD
Thanks to my supervisor’s feedbacks, I was more confident to start the last teaching period. In the last time, I would teach the listening and speaking skill on Unit 6 “Place and things” in American Headway 2A. On March 8 th , 2014, at the 10 th period in the room X11.01 I stood in a whole-class for the last time by the role of a teacher.
Process of preparing the lesson plan
Before I started writing lesson plan and choosing activity for my teaching, I came to meet Mrs. Loan to ask for her advice. She shared with me many experiences to warm students up. She gave me some ways to apply to the first part, warm-up, she let me a website and told me to find a form of booking online. Then designed it into a game. Beside, she gave me some ways to design an effectively exercise about listening. At once, I came home and started wrote my lesson plan.
First of all, I found a form of booking online on a website. Then, I wrote on the table
(size A3) a form like that, I wrote full information of a person including name, date of birth, sex, ID card… Then, I cut some information on that paper. I would give my students some piece of small paper full of necessary information and asked them stick the small paper to suitable gaps on the table. In the next part, pre-listening, I would show some new words with the pictures like: backpack, exhibition, get off, sightseeing, ticket, hostel, subway… I would ask the students to guess the meaning of new words. In the third part, while-listening, I design an exercise with the form choose the answer A, B, C, D. I designed six sentences. I also put the exercise 4 on page 39 in American Headway 2A into my lesson plan. In the part of post- listening, I asked them to make a conversation with some situation.
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Tài liệu liên quan
Submitted by DUONG THI TUYET NHI ID number:10034951
ACKNOWLEDGEMENTS
In the course of this report, I would like to thank all those who helped me complete this training period.
First of all, I am greatly indebted to Mrs. Nguyen Thi Thuy Loan M.A. as our supervisor for instructing me procedure to do the internship. With her sincere comments from the beginning days of this process, I really more mature in recognizing strong points to increase and decrease weaknesses. I also have accumulated good experience from her shares about English teaching methodology. Especially, I really want to send my thanks to her for giving me chance to be an actual teacher to transmit my limited knowledge to her students.
Without her help, I could not finish the internship course.
Many thanks also to Ms. Tran Thuy Xuan Thao, Mr. Nguyen Van Nha, Mr. Tran Duy
Tuan, Mr. Ngo Xuan Dieu and Mr. Nguyen Xuan Vinh who help me so much by allowing me to come to their classes to observe as well as study from their teaching technique to see the differences about learning styles.
My appreciation is also extended to a numbers of classes AVSC 002, AVSC 009, AVSC
018, AVSC 033, AVSC 024, especially the cooperation of students in class DHAV178, they were very enthusiastic when I gave them instructions, they are encouraged me in being confident to accomplish my practice completely. I am really appreciated their support.
Very special thanks are due to my close friends who are also other members in my group. They are Nguyen Thi Phung, Bui Hai Linh, Nguyen Thi Linh, Nguyen Thi Le Quyen,
Nguyen Thi Thanh Nhan, Doan Vu Thanh Nhan, Bui Thi My Phuong, Thai Thanh Tan, Vu
Thi Kim Oanh and Nguyen Vuong Boi Ngoc. With their suggestions and supporting, I have many good ideas for my lesson plans and using them effectively.
I am deeply indebted to Ho Chi Minh University of Industry as an active learning environment where I have chance to receive knowledge and experience life as a university student. In the school, I have been approached professional training and educating that is required by modern society.
I also would like to sincerely thank the Faculty of Foreign Languages for providing me with foundation as well as advanced knowledge of English language in learning process. If I did not have the faculty’s permission to observe in some classes I cannot finish my internship.
The faculty brought me the most favorable conditions to carry out this internship period.
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Submitted by DUONG THI TUYET NHI ID number:10034951
And last but not least, my heartfelt thanks go to Mr Nguyen Xuan Hong M.A, he helped my class so much in our internship, he gives us a form to observe the class. He also gives us the ways to write the internship report.
In short, I would like to thank all people supporting me to finish my internship course.
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Submitted by DUONG THI TUYET NHI ID number:10034951
SUPERVISOR’S COMMENTS
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Submitted by DUONG THI TUYET NHI ID number:10034951
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Submitted by DUONG THI TUYET NHI ID number:10034951
MARKER’S COMMENTS
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Submitted by DUONG THI TUYET NHI ID number:10034951
TABLE OF CONTENTS
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Submitted by DUONG THI TUYET NHI ID number:10034951
CHAPTER 1:
INTRODUCTION AND
CONTEXT OF THE REPORT
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Submitted by DUONG THI TUYET NHI ID number:10034951
1. SELF- INTRODUCTION:
My full name is Duong Thi Tuyet Nhi, I am studying in Faculty of Foreign Language in
Ho Chi Minh University of Industry, and my major is English. One of my favorite is studying
English. When I was young, I saw my uncle talked with the foreigner, I felt interested. I thought that when I am adult, I will choose English as a major. As a result, after my effort, I can be a student in Industrial University of Ho Chi Minh City. I love English so I have passion to study day by day. I have try my best to master this great language. What I study in class is focus in linguistic term by researching knowledge of English language. Being major in English lets us acquire academic theories of English language, for instance, how to pronounce a word correctly, how to analyze the smallest element of language. English major help me discover the essence of language in order to apply them in real situation.
This report might be considered as the overall result of three weeks internship time.
Although three weeks might not be long for me to get totally used to a new working environment, I tried my best to take up and apply what I learned during four years into my internship course.
2. SUPERVISOR AND PARTNERS:
Thanks to the help of my beloved supervisor- Mrs Nguyen Thi Thuy Loan M.A, working in Faculty of Foreign Language of Industrial University of Ho Chi Minh City, she gives me a lot of feedbacks to correct my lesson plan that make me have a successful teaching in my internship course. My group usually sends ours questions to her e-mail for a help or her advices. She works with us enthusiastically by giving us advice to create lively activities for our non- English major students. Besides, she gives us instructions to write a better plans and internship report lately without grammatical mistakes. Whenever our group comes and meets her, she is always eager to talk with us and point out many ideas to make our classroom activities more creatively. Teacher always show us the way to stand in front of student, the way we express, the way we behave like a real English teachers and how to apply methodology to teach and adapting textbook. She also shares her experiences of teaching such as using classroom time effectively, controlling classroom activities and interacting with students. Furthermore, I cannot finish my internship successfully without the supports of my lovely friends. They are always my motivation whenever I am in my teaching periods. We have gone to library or canteen regularly before the day we have lessons. One member pretends to teach students and others of group will consider the good sides and bad sides then
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Submitted by DUONG THI TUYET NHI ID number:10034951 we give advice for each other to make the lesson better. In classroom, I always sit on the back of the class and talk with those who are near me. These partners often sit at the middle, therefore we seldom have a conversation. However, thanks to this internship, we have had more chance to talk and share together. I was getting along well with them. As a matter of fact, there was not any conflict or disagreement between us. Every single matter involving to the internship, we shared, discussed and solved together. One again, I want to thank them, my good partners.
3. THE OVERVIEW OF INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
AND FACULTY OF FOREIGN LANGUAGE
3.1 INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
Industrial University of Ho Chi Minh City (IUH) is one of biggest technical and vocational education providers in Vietnam. It has 3 campuses:
A. Campus 1 (Headquarter):
Address: 12 Nguyen Van Bao, Ward 4, Go Vap district, HCM City.
Phone : 08 38940390
Website: www.iuh.edu.vn
B. Campus 2 (Quang Ngai):
Address: 938 Quang Trung Road, Quang Ngai Province.
Phone : 0553 250 075
Website: http://www.iuh.edu.vn/QuangNgai/
C. Campus 3 (Thanh Hoa):
Address: Quang Tam Commune, Thanh Hoa City, Thanh Hoa Province.
Phone : 0373 675 092
Website: http://www.iuh.edu.vn/thanhhoa/
Annually, IUH offers the multi-discipline, multi-professional and multi-level training services to tens of thousands of students nationwide. With its equally qualified teaching staff of over 1800 and hundreds of guest lectures, IUH is committed to enhance the quality of its training services. The students are also offered the supplementary foreign language and IT courses and many others in terms of interaction, and industrial behavior helpful to them in a modern working environment. The university also focus on professional training courses according to the requirements of the industry or localities where the students can improve their professional knowledge, practical labor skills, and operate the modern machines at work.
IUH has built long term cooperation with partners from Europe, North American,
Australia, and regional countries whose education and training are well- established and developed on the basis of high quality technologies. Annually, IUH offers the international cooperative training programs at university and college degree in the training areas of
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Submitted by DUONG THI TUYET NHI ID number:10034951 information Technology, Business administration, Electrical Engineering, Electronics,
Mechanical Engineering, Environmental Science and Garment and Fashion Design
Techniques.
IUH is determined to construct a modern teaching and learning environment, offering its students the achievement of advanced education. IUH constantly upgrades its capacity of providing academic education and technical training courses to meet the needs of the industry and community in Vietnam as well as to be one of the key universities in the country where the latest technical advances, teaching methodologies, and training services are applied.
Certificated by ISO in 2005, it has been striving for a prestigious trade mark on the labor market nationwide.
3.2. THE OVERVIEW OF FACULTY OF FOREIGN LANGUAGE:
Located at the ground floor of the block B, Faculty of Foreign Languages (FFL) has played a significant role in IUH. Established in 2005, it takes responsibility for training and reaching English in the entire university. IUH’s students have to get a certain English certificate, depending on their levels. Every single English certificate, therefore, has to be controlled and managed by the FFL. From being established till now, FFL has trained 9 courses of university level from DHAV1 to DHAV9, 8 courses of college level from CDAV7 to CDAV15 and 3 courses of vocational college from NCAV2 to NCAV5.
Under the lead of Mr. Bui Van Hat M.A., Dean of the FFL, Mrs. Do Kim Hieu M.A. and
Mr Nguyen Xuan Hong M.A., Deputy of Dean, the staff of over 55 skilled and enthusiastic lecturers have performed very well in their teaching. Besides teaching, some of them have also complied course book for internal use.
Beside Dean and Deputy of Dean in FFL, we have some lecturers as a head of a major.
Mrs Hoang Le Thi Tuyet is the Head of Basic Major including Speaking, Writing, Listening,
Reading. Mr Nguyen Khanh Du is the Head of British- American Literature and Culture,
Linguistics, Translation and Interpretation major. Mr Nguyen Xuan Hong is the Head of
English Teaching Methodology major. Though I have not worked with all of the FFL’s lecturers, my common sense is that they are really good, in terms of professionalism and morality. The FFL at present has more than 1000 students with different levels: four years, three years and two years. At the beginning, they will study macro skills including speaking, listening, reading and writing. These are very useful for them in the further learning. After
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Submitted by DUONG THI TUYET NHI ID number:10034951 that, they have chance to get more accesses to linguistics and foreign social cultures as well.
Moreover, the FFL’s students are also equipped with specialized subjects like translation, interpretation and teaching practice methodology. Thanks to these, after graduation, the students will have various choices and more opportunities in their future job.
4. SIGNIFICANCE OF INTERNSHIP:
Having assured knowledge of English is not enough to be successful unless students have chance to practice it in real life. That is the reason why internship plays an important role in changing theories into specific circumstance lively. By doing internship, I am got acquainted with new friends who are from other faculties and observed their English learning attitudes and demands in order to apply suitable teaching strategies and methods for each subject. Though the internship- the foundation step, the students become more confident and active to face any difficulties in my future job.
Our group started the internship at the beginning of the second term of 2013-2014. Not similar to any students from different major, we fell so lucky when IUH created good conditions for us to practice teaching English at our school. It lasted 4 months from December
2013 to March 2014.
My internship course including two main activites: classroom observation and teaching practice. In the first part, classroom observation, after my supervisor guided, I asks totally four teachers (Ms Tran Thuy Xuan Thao, Mr Nguyen Van Nha, Mr Ngo Xuan Dieu and Mr
Nguyen Xuan Vinh) for their permission to observe five class. During this part, I receive from the teachers many experiences that I have never had. I can learn the way they express to their students, the ways they force students… Thanks to this part, I continued the next part, it is teaching practice. Teaching practice was a turning-point in my life. It was also an interesting experience that I went through.
This internship not only provided me with an opportunity to understand all dimensions of teaching, but also began to apply what I have learnt in real challenges. For me, this internship helped me open my knowledge, be more confident.
5. CLASSROOM OBSERVATION:
Firstly, we have to observe some class by the permission of the lecturers of those classrooms. They are enthusiastic and professional in teaching English. Through this activity,
I have some experiences for my teaching practice.
The table below shows my classroom observation schedule:
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Submitted by DUONG THI TUYET NHI ID number:10034951
No Date Class Period Room Form of teacher
1 18.12.201
3
AVSC002 14 B2.05 Ms. Tran Thuy Xuan Thao
2 18.12.201
3
AVSC009 15 A4.11 Mr. Nguyen Van Nha
3 18.12.201
3
AVSC018 16 A5.06 Mr. Tran Duy Tuan
4 23.12.201
3
AVSC033 14 B2.06 Mr. Ngo Xuan Dieu
5 25.12.201
3
AVSC024 14 B2.04 Mr. Ngo Xuan Vinh
1.6. Teaching practice
After classroom observation, we came to the most important challenge. It is teaching practice. It gave me the experiences of a teacher. And I recognized teaching is not easy as I thought… The table below shows schedule of my teaching performances in details.
No Date Class Period Room Form Teacher
1 08.01.2014 DHAV178 10 X11.1 Mrs. Nguyen Thi Thuy Loan
2 26.02.2014 DHAV178 8 A4.13 Mrs. Nguyen Thi Thuy Loan
3 12.03.2014 DHAV178 10 X11.1 Mrs. Nguyen Thi Thuy Loan
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Submitted by DUONG THI TUYET NHI ID number:10034951
CHAPTER 2:
CRITICAL CLASSROOM
OBSERVATION AND
EVALUATION
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Submitted by DUONG THI TUYET NHI ID number:10034951
1. THE FIRST PERIOD
The first teacher I got the permission of observation was at class AVSC001 at room
B2.05 on December 18 th , 2013 at period 14 th .The students started studying Unit 11 in
American Headway 1B ‘Looking Good’. The teacher taught Grammar point about the present continuous tense. The total of students is approximately 35. Their level is pre- intermediate. I sat at back row of the class so that I could observe the whole class, which was well-attended.
Before beginning the lesson, the teacher checked students’ homework to warm their up.
She gave the students 2 minutes to complete and then she calls anyone to answer. She explanations in English first, and then translated them into Vietnamese to get students understood. When students did exercise, she moved around and supported students if they want a help. After 2 minutes, she started checking the exercise by calling someone go to the board to write down their answer. She really knew how to force students working. She raised her hand up and said “class, who can help me answer? This sentence is easy, so who can give me the answer”. During checking exercise she repeated the main grammar point of the present continuous tense. After that, she called some students to give examples. Then, she explain the next exercise for students. She divided students into four groups and analyzed the good and bad sides of working in group. She wanted every members of each group to show their solidarity with each other, and if the group worked well in class, each member got bonus in regular tests. According to what I observed, most activities and more than 60 of questions related to group work. The students had 3 minutes to work in group. She called some group to answer after that.
Then, she moved to the new lesson, she divided class into 6 groups. She also explain the rule of the exercise by English and Vietnamese. She did not forget to explain new words. She gave her students 10 minutes to do exercise in the course book about describing their partner.
After that, she called some members to write down the answer on the board in order to correct their grammar point. She also called some groups to describe their partner. When her students did not speak correctly, she corrected immediately. This exercise took 20 minutes.
The third exercise was reading. Students read aloud the sentences in the course book.
Based on that sentence, students should provide the structure of grammar point. After that, student guessed the tense they would be study that day. It was the present continuous tense.
The teacher taught the form and usages of that grammar point. She also gave her examples and asks some students gave the examples. In production part, she asked the students do exercise in the course book. After 5 minutes, she called some students to answer.
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Submitted by DUONG THI TUYET NHI ID number:10034951
The teacher was so kind and friendly. I saw that the relationship between her and the students was very good. To the students doing the internship, she was very helpful. In addition, she has a strong voice. After her class observation, I can study from her voice and the way she forced her students. I had some experiences for my next teaching practice that sometime, the students will fell tired, I should know how I can force them and when I must let them relax. A strong voice can attract students. And last but not least, my friendly and helpful can make the relationship more closely.
2. THE SECOND PERIOD
After the first period, my group members and I moved to the room A4.11 for our second observation. The class was AVSC 009. This room had more equipment than the others. It has
LCD, speaker so the effect of the period can be better. One of my classmates told me that the teacher was very kind and he would accept all. Therefore, our group decided to go to asking him. As expected, he agreed to let us observe his class. The total of students was also approximately 35. We observed the second period so the students was learning grammar spot comparative in unit 11 (Life is an adventure).
To warm the class up, he showed two pictures on the screen and described them. He asked his students find the differences between them. Then, he wrote on the board the sentences he said. He told to the class all sentences on the board were the way we compare someone of something. After that, he leaded to the main lesson. At the presentation part, he gave to the students the structure of comparative sentence. He showed some examples and asked students construct sentences. He gave students ten minutes to complete. Then, he called some students write down their answer on the board. After that, he corrected the answer.
In the next part, he asked students do exercise 1 in the course book. He also explain the rule of that exercise by English and Vietnamese. Once again, he repeated the structure how to use “some, any, how much, how many”. The students had ten minutes to complete. Then, he called some students to answer. At the last part, he supported his students finish the exercise.
After this classroom observation, I saw some things I should apply to my teaching practice. Firstly, the effect of technology is so important. A beautiful and clear PowerPoint can help students easy to get the lesson.
In addition, when I looked at his face, I felt comfortable. The teacher made a happy class by his smile. He usually smile to his students. This action can make a good relationship between the students and him. On the other hand, I think I will cooperate CLT and GTM, I
Supervisor: NGUYEN THI THUY LOAN M.A. Page 15
Submitted by DUONG THI TUYET NHI ID number:10034951 will give students more chance to work in groups. These are significant experiences I gained from the 2 nd observation.
3. THE THIRD PERIOD.
My friends said that the lecture was a wonderful teacher, he was still young. I came to his class and asked him for a permission. On December 18 th , 2013, at the room A5.06. The class was AVSC018. The students stared vocabulary, linking words in unit 8 “A date to remember”, in American Headway 1B. I also sat at the back row of the class so that I could observe the whole class, which was well- attended. The total of students was 40. The level was pre-intermediate. The class was crowed. The first impression he put on me was a humorous teacher. Moreover, he always smile or laugh with his students, that helped them fell more comfortable and made a good relationship between the teacher and the students.
He was really my idol. The teacher was very skillful in combing Communicative
Language Teaching and Grammar Translation Method. I realized that the interaction between the teacher and the students was very flexible. A special characteristic in himself that I must learned, he did not depend on the course book too much, he omitted and changed some uninteresting exercise by creative activities. In addition, the most important thing I should mention about his characteristic that he extremely encourages students to speak English as much as possible. He spoke English loudly and slowly, that was the reason why the students followed and understood easily. He has an attractive voice. This could be one of his advantages. Through this observation, I had some experiences.
First, when he taught about linking words, he did not give them the linking works immediately. He wrote down some examples on the board and asked the students to find out linking words. He called some students to speak their answers and explained it. Then, he led his students to the main content of the lesson by providing some examples, translating the linking words. All of his examples was very funny. And interesting. Especially, he practiced with his students these linking words. After that, he invited some students choose one of the linking words on the board and make a sentence used that linking words. He said that this way could help teachers check students’ background knowledge effectively. Then he correct the mistake of the students. He used the sentences of the students to help them distinguish between the linking words. In the next part, he asked the students to do exercise on the course book. He guided the students how to do the exercise by answering the first question. And then he gave them five minutes to complete their exercise. While his students did exercise, he
Supervisor: NGUYEN THI THUY LOAN M.A. Page 16
Submitted by DUONG THI TUYET NHI ID number:10034951 move around and helped them if they want a help. After the time was up, he invited some students to write down their answer on the board. Then, he corrected and gave feedbacks.
During his period, I did not see any gap between the students and him. His humorous style in teaching could help the students fell relax and relieve the pressure from their study.
The atmosphere in the classroom is very positive and comfortable. In addition, he knew when his students felt tired, he told a funny story so that the students can feel relax under the pressure of studying but they still remember lesson well. On the other hand, he gave nickname for his student. This action was really interested. In short, his class was very effective, lively and funny. The teacher knew how to force student study.
4. THE FOURTH PERIOD
After the third observation, I came to the next one on December 23 rd , 2013, at the room
B2.06. The total of students was 50, the level was pre-intermediate. I came to this class on the
2
nd period so they was learning Speaking (Every English) in Unit 8 (A date to adventure) in
American Headway 1B.
At the first part, warm-up, he opened the course book on page 61 and asked students describe the picture. He gave students 5 minutes to find the answer. After that, he called some students to answer. Then he corrected it and lead to the main lesson.
Next, the teacher explained some new words. And he also gave examples about these words. The new words are about special days such as Valentine’s Day, Christmas, birthday…
And he asked students repeat the vocabulary loudly.
In the next part, he asked students to do exercise 3 in the course book. The students had
5 minutes to finish. When the time was up, he called one student to answer. A special point, he interacted with his student front of the class by making a conversation. He also knew how to force students by giving compliments and comments.
Move to the next part, listening skill, the teacher let his students listen an audio and fill in the gaps. After that, he invited some students write down their answer on the board. He played the audio again to check the answer. He also gave compliments for his students.
In this period, the teacher used both GTM and CLT method. With this cooperation, the students can improve their speaking and listening skill better. He manage was good. He usually gave compliments to his students. And I think that I must learn this point from him.
Giving my students a compliment can force them to study better. However, teacher did not use microphone and PowerPoint. So the students cannot listen his voice clearly. If I were him,
Supervisor: NGUYEN THI THUY LOAN M.A. Page 17
Submitted by DUONG THI TUYET NHI ID number:10034951
I would design a PowerPoint with a game to make the lesson be more attractive. These are significant experienced I gained from this observation.
5. THE LAST PERIOD
My last visit for observation was made on December 25 th , 2013. The teacher taught
AVSC25. He taught Everyday English in Unit 10 (Looking good) in American Headway 1B.
During the lesson, he mainly used CLT and that is suitable with the level of students. While he teaching, he usually used English, and then translated into Vietnamese to make sure that all students understand what he said.
In the first activity, he asked students to do the homework he had given last period. He called some students to answer and wrote down on the board. Then he corrected and gave feedbacks. Then, he asks students to do exercise 1 on page 77 in the course book, he asked his students work in pairs. After 5 minutes, he called some pairs to stand up and speak out their answer. He also correct the answer about their pronunciation and their intonation.
After that, he let the students listen a conversation and asked some questions. He let student listen two times. Then, he divided class into some groups and work with the partner to find the answer.
Lastly, he gave his students some topic which was interesting, and required them make a conversation to present in front of the class. After ten minutes, he called some groups to present their work.
After this period, I gained some experience, first of all, it was easily to recognize that teacher’s voice was enough clear and strong. His voice could attract the concentration of students. It is a strong point in his teaching. In addition, he usually took care of his students by supporting them if they want a help. Moreover, the way he taught was so light. He did not gave student knowledge too much so the student could feel relax and was interested in his activity. However, he did not use PowerPoint so the lesson plan might not interested. Beside that, his face was so stress, that could effect on his students’ attitude.
6. CONCLUSION
After my classroom observation, I studied many experiences from the teachers. They are enthusiastic and professional lecturers. In each class, I studied the different things. I knew
Supervisor: NGUYEN THI THUY LOAN M.A. Page 18
Submitted by DUONG THI TUYET NHI ID number:10034951 that my emotion effected on my students’ mind so much, so I should not put the pressure on my students. Beside that, a good design of PowerPoint could make a successful teaching period. On the one hand, a strong voice can make a good impression on the students and attract them. In addition, the teacher should be active to face to the difficult situation made by the students. We might be no more facile, but not too inflexible. Sometimes, when the class is so tired, the teacher can tell a funny story or play a small game to wake the student up. These were the useful experiences for me in my next teaching practice.
Once again, my heartfelt gratitude thanks to Ms. Tran Thuy Xuan Thao, Mr. Nguyen
Van Nha, Mr Tran Duy Tuan, Mr. Ngo Xuan Dieu and Mr. Nguyen Xuan Vinh, who helped me complete my classroom observation part.
Supervisor: NGUYEN THI THUY LOAN M.A. Page 19
Submitted by DUONG THI TUYET NHI ID number:10034951
CHAPTER 3:
REFLECTIVE EVALUATION
OF TEACHING PRACTICE
Supervisor: NGUYEN THI THUY LOAN M.A. Page 20
Submitted by DUONG THI TUYET NHI ID number:10034951
1. THE FIRST PERIOD
After completing my observation, I moved on to another so important part in the internship: teaching practice. My group was luckily than some groups, my supervisor was teaching a class at pre-intermediate level. So, our group got her permission to implement our teaching practice in her class. The class was DHAV178.
On January 4 th , 2014, I taught my class at the tenth period in room X11.01. My mission on that day was teaching vocabulary and speaking of Unit 2 “the way we live”. The total of students in my class was 50 students.
That was the first time I stood in front of a whole-class with the role of a teacher, so I was nervous. Moreover, I was the last teacher on that day, so I had a pressure about the time.
Process of preparing lesson plan
Before teaching this period, at home, first of all, I opened my course book (American
Headway 2A) and found out the most important I must emphasize. Then, I found the important exercises I must gave to my students for their practice. And the most important thing I was in a divided mind as to what to do was how I could express to my students.
Immediately, I tried designing a lesson plan for that period. At the part of contributing vocabulary, I thought about the teacher in the second observation class, he had a beautiful
PowerPoint by using picture. So that, I thought an initiative way to make student remember the vocabulary longer. I would teach them the vocabulary with a picture. At the part of speaking, I would design a lesson plan about the conversation between two groups. But, I forgot that the warm-up part was also important. Then, I researched on Youtube to find out a video clip related to my topic. As a result, I found a clip with the name “My daily routine”. I put it on my lesson plan immediately. After that, I thought that if I taught vocabulary and speaking. I might give my students a chance to be the centered to improve their communicative skills. And the best way was working in groups. Moreover, my teaching period was the last period, they could fell tired, they did not have enough enthusiastic to study. Then, I designed all my ideas by a lesson plan. After 2 days, I met my supervisor for a help. She gave me the useful advices. She gave me the way my time was more resourceful by asking students for help when checking the answers. Instead of checking my students’ answers, I could depend on some students for checking the answers. This way can help me save my time. She also pointed all of my mistakes about grammar point on my lesson plan.
After that, I came home and correct all my errors. Then, I met her again and that time, she
Supervisor: NGUYEN THI THUY LOAN M.A. Page 21
Submitted by DUONG THI TUYET NHI ID number:10034951 accepted my lesson plan, I would like to thank my supervisor, thanks to her help, I could finish my lesson plan completely. I design a PowerPoint immediately, I asked my close friend for a help, she is also the leader of my group, Nguyen Thi Phung, she gave many pictures to me for inserting to my PowerPoint. After 2 days, I finished all my task. I shouted for my mission accomplished. And I chose the most beautiful Ao Dai for my first period of teaching practice. While teaching
While teaching, I had face to some unexpected things, the period did not happened as my lesson plan. I just had forty five minutes to complete my role, I started fell nervous. But my friends encouraged me. I had more motivation. I came to the board and introduced myself to my students and asked them some questions before watching the video clip. Fortunately, the students cooperated with me. They raised their hand to answer the questions. After each answer, if their answer were right, I gave them a compliment. And that is the way I had learnt from the first classroom observation. I gave some questions to put them some information about the next video clip they would be watched. After that, I let students watch the video clip. Then I asked them some questions related to the video clip and leaded to main lesson that day. In pre-speaking part, I divided class into four groups and gave them a paper which contained a list of verbs and a list of nouns. Then, I asked them to match the words in two columns. I gave my students two minutes to complete. While they was working, I moved around and asked them if they wanted a help. I was very happy because my students worked so hard. They discussed effervescently but still keep the environment orderly. Then they run to the board and stick their answer. I invited each group a member to go to the board and checked the answer while I showed the answers on the screen. I did not forget to give the winner a compliment.
Then, I showed on the screen new words with the pictures to illustrate. I asked my students to guess the meaning. After they guessed, I corrected the answer and read aloud the vocabulary. Then, all my students read aloud, they did not want my reminding. I felt so happy, all my tired heartfelt disappear immediately. At the next part, while-speaking, I still let them to work in groups, gave my students a paper, on the paper, I wrote 12 sentences with 12 gaps.
I asked them to find out the words and filled in the gaps. My students worked seriously. I walked around the class to help my students with their task. I faced to a surprise question of a student: “Madam, did you have a lover?” He made me embarrassed in some seconds. After that, I said “ your question did not related to our exercise, if you asks a question like this
Supervisor: NGUYEN THI THUY LOAN M.A. Page 22
Submitted by DUONG THI TUYET NHI ID number:10034951 again, I will punish you, now, you continue do the exercise with your group.”. This is the first time I faced to a difficult situation like that. Then, I also invited some students to help me check the answer. In the post-speaking part, I let students play a game. It was also the exercise
5 on page 13 in the student book. I saw that my student was relax on the game. All of my student laughed uproariously.
After the lesson
After the first period of my teaching practice, I received many feedbacks from my supervisor. She pointed at my good points to continue and some things need to improve. She said that I must improve my pronunciation, especially in my ending sound. And I might chance some way to manage class in the game. When I came to my home after my role, I felt happy, I remembered my teaching process in that morning. I tried my best to give my students all the knowledge I had had. However, like my supervisor said, I must improve my pronunciation and did not allowed to speak Vietnamese too much. And another experience, I must balance my time to all exercise.
2. THE SECOND PERIOD
Thanks to many feedbacks from Mrs. Loan in the first period of teaching practice, I felt more confident to continue my practice. My supervisor continued to assign a new task to our group. According to her assignment, I would teach the grammar skill. The grammar point was practice verb patterns in Unit 5 “What do you want to do?” On February 26 th , 2014 in the room A4.11 I went through the second period of my teaching practice.
Process of preparing the lesson plan
Before the second period of my teaching practice, I also found the important exercise and researched about the grammar point. On all of skills, my weakness is on grammar. It was a difficult problem to me. I asked my group for a help, they gave me some advice to contribute my lesson plan. I decided to choose GTM for my lesson.
In the presentation part, I decided to let my students work in groups. I designed an exercise like a game. I cut paper into a lot of pieces, which contained some verbs. And students would stick them on the right column. Then I take out two sentences in the question
2 in Grammar spot on page 35, asked students to point out the differences between them. In the next part, I also take out the exercise 1 on page 25 in American Headway 2A. I wrote all sentences on a paper to save my time in the class. In the production part, I designed some topic for students. Printing it into a lot of handouts with the topic.
Supervisor: NGUYEN THI THUY LOAN M.A. Page 23
Submitted by DUONG THI TUYET NHI ID number:10034951
But, I could not find the ways to express in the first part, warmed students up. Then, I send my difficult problem to my supervisor’s email. After 6 hours, she gave me a help.
Thanks to her help, I contributed my warm-up part well. After finished my lesson plan, I gave my lesson plan to my supervisor for her acceptance. Fortunately, she agreed with my lesson plan. Once again, thanks to her, I could finish my lesson plan completely.
That was the second time I stood in the class, moreover, I prepared for my lesson plan carefully so at that time, I did not fell nervous like the first time.
While teaching
While I came to the class, I faced to a big problem. My students absented too much. The total of the students that day was only 12 students. I started fell nervous. Almost my activities was working groups. So what I could do right now? I tried to calm down, and change my lesson plan through my supervisor’s acceptance. I had just divided class into two groups. I asked my students some questions to warm their up, then I let them watch a video clip. The video clip contained some verbs followed by gerund and some verbs followed by to infinitive.
They should watch carefully and found out the verbs to put them on the right column. My students worked so hard, they found the words and stick their answer on the board. Then I checked the answer and moved on the next part, I asked them continued work in groups and did the exercise. Before present the grammar point, I would like make my students try their best to find out all the verbs they had known. Although the class had a student of twelve, they study hard and actively. I let my students stick their answer on the right columns. Then I presented the grammar point, and gave them some examples.
As my plan, I gave them a chance to practice by gave them a paper, which contained 8 sentences. I offered them to work in groups and find the wrong sentences, after that, they should correct these sentences. My students worked effectively. They found and correct the wrong sentences quickly and exactly. Then I corrected the answers and gave them a compliment and a clap hand. Next, I let my students make their conversations and practiced in front of whole-class. Lastly, I repeated the grammar pint again and gave the homework to my students. After the lesson
After my second period of teaching practice, I felt relax, anyway, I thought that I overcame two of three parts. My supervisor also point out my weakness and what I need to improve. She said that I need to improve my intonation and should make more clearly the
Supervisor: NGUYEN THI THUY LOAN M.A. Page 24
Submitted by DUONG THI TUYET NHI ID number:10034951 differences between two sentences “I like dancing” “I would like to dance”. She said to me by all her heartfelt consideration, I knew that… I said to myself that I must try my best for the last time, used all my enthusiastic. After two periods, I thought that the visual aids and music helped me so much on attracting the concentration of the students. I should continue to keep my voice like that, clear and strong. However, I still improve more about my intonation. It like as the Vietnamese speak English. That was the second time I could not improve my weakness on speaking Vietnamese usually. I regretted so much, if the time came back, I would have speak English more.
3. THE THIRD PERIOD
Thanks to my supervisor’s feedbacks, I was more confident to start the last teaching period. In the last time, I would teach the listening and speaking skill on Unit 6 “Place and things” in American Headway 2A. On March 8 th , 2014, at the 10 th period in the room X11.01 I stood in a whole-class for the last time by the role of a teacher.
Process of preparing the lesson plan
Before I started writing lesson plan and choosing activity for my teaching, I came to meet Mrs. Loan to ask for her advice. She shared with me many experiences to warm students up. She gave me some ways to apply to the first part, warm-up, she let me a website and told me to find a form of booking online. Then designed it into a game. Beside, she gave me some ways to design an effectively exercise about listening. At once, I came home and started wrote my lesson plan.
First of all, I found a form of booking online on a website. Then, I wrote on the table
(size A3) a form like that, I wrote full information of a person including name, date of birth, sex, ID card… Then, I cut some information on that paper. I would give my students some piece of small paper full of necessary information and asked them stick the small paper to suitable gaps on the table. In the next part, pre-listening, I would show some new words with the pictures like: backpack, exhibition, get off, sightseeing, ticket, hostel, subway… I would ask the students to guess the meaning of new words. In the third part, while-listening, I design an exercise with the form choose the answer A, B, C, D. I designed six sentences. I also put the exercise 4 on page 39 in American Headway 2A into my lesson plan. In the part of post- listening, I asked them to make a conversation with some situation.
Supervisor: NGUYEN THI THUY LOAN M.A. Page 25
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