Comparative Study of Language Skills Teaching Methods with Family and Friends 1 at Dong Do Center.docx

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CONTENTS
CONTENTS i
INDEX ii
SUPERVISOR’S ASSESSMENT iii
ACKNOWLEDGEMENTS iv
CHAPTER 1: INTRODUCTION 1
CHAPTER 2: ORGANIZATION 2
2.1 Background of Dong Do language school 2
2.2 Location of campuses 2
2.3 Vision of Dong Do language school 3
2.4 Mission of Dong Do language school 3
2.5 Core Values of Dong Do language school 4
2.6 Organization chart of Dong Do language school 4
2.7 Function of Dong Do language school 6
CHAPTER 3: POSITION & ASSIGNED TASKS 7
3.1 Position 7
3.2 Assigned Tasks 7
3.3 The result 10
CHAPTER 4: OBSERVATION TASK 11
4.1 Attending to the learner 11
4.2 Managing Pair And Group Work 11
4.3 Presenting 14
4.4 Teaching and Learning Roles 15

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CHAPTER 5: REFLECTIONS 17
5.1 Difficulties and Problems 17
5.2 Strength and Weakness 17
CHAPTER 6: CONCLUSION & RECOMMENDATIONS 19

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INDEX
Table 2: Managing pair and Group work 13
Table 3: Presentation phase 14
Table 4: Teaching and Learning Role 15
Figure 1: The chart of Organizational structure of Dong Do ELS 4
Figure 2: Job roster every week 7
Figure 3: Tutor weak students 9
Figure 4: Observing classroom 9
Figure 5: The position of teacher and students 14

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SUPERVISOR’S ASSESSMENT
Student’s name: TRẦN NGUYỄN NGỌC HIỀN Batch code: TE151
Student ID : 2150425 Date of birth: 19/10/1997
Email : HIEN.TNN0425@sinhvien.hoasen.edu.vn
Department : Dong Do Language School
Position : Teaching Assistant
SUPERVISOR’S COMMENT:
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Evaluation/Đánh giá:
Internship total point/Điểm thực tập: .............../10

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ACKNOWLEDGEMENTS
Graduate internship is one of the last courses available to final year students
before graduating from any university. This is a valuable time to expose yourself to a
professional working environment and a chance to hone your skills before becoming
a full-time teacher. Therefore, I consider myself a very lucky individual to meet and
work with so many good people who have guided me during my internship. This
internship would not have been possible without the help and support of many people.
First of all, I would like to thank Dong Do international language school and
especially Mr. Dang Cao Nguyen - Head of Training Department of Dong Do
International English Center - Branch 3 who has helped me a lot throughout. The 15-
week internship at the Center gives me the opportunity not only to finish my graduate
internship, but also allows me to take part in practical classes to get in touch with and
gain experience for myself to become a teacher.
Second, I would like to thank my instructor Lu Van Tuan for taking the time
to suggest, guide and correct my graduation topic. His support is at the core of my
report.
Last but not least, I would like to send my special thanks to the Teaching
Assistant team and the Office Staff for their support and guidance so that I can
complete this report and improve my teaching experience. They enthusiastically
instructed me a lot with daily work activities. Without the encouragement of my
colleagues in Dong Do, my graduation internship would not be successful.
In short, I truly thank all people helping me to finish this graduate internship
report.
Thanks sincerely,
Tran Nguyen Ngoc Hien

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CHAPTER 1: INTRODUCTION
I am a student at Hoa SEN University, HCMC. I study the Faculty of Foreign
Languages, majoring in Teaching English. English is one of the keys to success in
future work. I want to become an English teacher because that is an important goal
that I want to achieve one day. For me, it was a challenge to complete; encourage the
next generation to become lifelong learners, I like to impart my knowledge,
experience, life, skills and I want to train language learners, especially young people.
just become an expert but are also useful for society.
This is my last course, I am working at Dong Do International Language
School from September 14 to December 25, 2020 at Branch 3. In DONG DO, I met a
lot of colleagues, have many friends. We teach, we repair, we support each other, and
we learn a lot.
Graduate internship part of the training program modules. This is the stage that
allows students to apply the theory and knowledge they have learned, practice
professional skills to accumulate practical experience and consolidate knowledge and
attitudes of students before graduation. It is designed to convert hands-on experience
from classroom theory to practical application in the workplace. To do this, students
need to focus on cultivating skills, awareness and specialized knowledge. To be more
specific:
● Communication skills include 4 skills: In which speaking and writing skills
dominate, to be effective, we must prepare and execute by successfully presenting
ideas to students, colleagues, ... and most importantly, first. Internship Council.
● Cognitive and professional skills: fulfill assigned tasks, work and be
responsible, plan lessons that are appropriate for the student's learning level to achieve
learning goals and needs.
The internship report written under my witness for fifteen weeks at Dong Do
English Center, branch 3, from September 14 to December 25, 2020, has brought me

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a lot Many things: the opportunity to observe and learn from being a tutor to a
professional teacher through the way you teach, organize activities, and treat your
students.
Before starting this internship, I set a few goals to accomplish to the best of my
ability:
• understand how it works - the sequence of the new student intake center
• put learned methods and approaches into practice
• observe the teacher to learn good things
• improve skills, point out my strengths and weaknesses as I teach students
• collaborate with the center's senior staff to learn new things
The theme for my research topic is a comparison of language instruction the
teachers at the same level. I realize that students can easily learn English through
teachers about teaching and creating games to stimulate students' learning interest.

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CHAPTER 2: ORGANIZATION
2.1 Background of Dong Do language school
English as an international language has become the most important language
for people in many parts of the world. It is widely used all over the world so English
is playing an important role. Dong Do English School (ELS) is located in a prime
location and is surrounded by schools. And the branches of the center cover the whole
of Binh Tan district. The Center offers a variety of English Language Courses,
including General English, Specific English, Standardized Test Preparation, and
English for Academic Purposes. The school attracts many students in a year and builds
a reputation in the community for the quality of teaching and affordable tuition.
2.2 Location of campuses
Campus 1: 1014, Huong Lo 2 Street, Binh Tan District, HCM City, Vietnam.
Campus 2: 477B, Tan Hoa Dong Street, Binh Tan District, HCM City,
Vietnam.
Campus 3: 667 Tinh Lo 10, Binh Tan District, HCM City, Vietnam
Campus 4: 870 Tan Ky Tan Quy Street, Binh Tan District, HCM City, Vietnam
Campus 5: 102-104 Street 3, Vinh Loc Residental Quarter, Binh Hung Hoa B
Ward, Binh Tan District, HCM City.
Campus 6: B11/12B Vo Van Van Street, Vinh Loc B, Binh Chanh District,
HCM City
Campus 7: 91H1 Nguyen Anh Thu Street, Quarter 3, Hiep Thanh Ward,
District 12, HCM City
Campus 8: 84, An Phu Tay – Hung Long Street, An Phu Tay Ward, Binh
Chanh District, HCM City

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2.3 Vision of Dong Do language school
Dong Do ELS leads our students to achieve measurable progress in
communicative competence and provides an interactive and stimulating learning
environment based on the use of communicative approaches, creative instructional
practices, technology-related resources, and goals aligned with students’ linguistic,
cultural and academic growth.
Dong Do ELS fosters an international English learning environment for
students. Dong Do ELS embraces this vision through partnership with other advanced
English schools abroad and send our students to those for cultural exchanges and study
experience in an English-speaking environment.
Dong Do ELS recruits and trains TESOL teachers for enhancing quality of
teaching English at the school as well as promoting professional development for the
community.
Dong Do ELS has promoted partnerships with reputable foreign education
providers to organize internationally English learning courses for the students since
2008.
2.4 Mission of Dong Do language school
₋ Offers quality programs for learners with English language needs and goals
₋ Develop and conduct high-quality English language proficiency assessments
₋ Contribute to the development of the TESOL profession
₋ Serve the locals, help them improve their English skills to achieve future
goals
₋ Support students with academic and non-academic needs and connect them
with other Dong Do ELS resources

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₋ Prepare and equip students with the academic knowledge and soft skills
needed so that students can respond to the requirements of the educational provider
and quickly integrate into the international environment.
₋ Be a student's companion throughout their learning lives from the first
preparation step to the end of the course.
₋ Ensuring to create the greatest values for ELS Dong Do's partners
Below is the illustration of Dong Do’s organizational system
Me
(Intern)

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Figure 1: The chart of Organizational structure of Dong Do ELS
Dong Do ELS also has an official website for students and parents who want
to learn about the course before coming to meet in person. Student-centered teachers
realize that students can learn from each other. Certainly teachers have the expertise
and obligation to share it, but teachers can also learn from students. Student-centered
teachers develop structures that drive shared commitments in learning. They see
individual and collective learning as the most important goal of any educational
experience.
2.5 Business activities
The center's student enrollment number is about 800 children of different ages,
from kindergarten to adult. There are many different levels of education, which are
English for Young Learners, English for high school students, English for
Communication, English for exam preparation such as IELTS, TOEIC.
CHAPTER 3: POSITION & ASSIGNED TASKS
I applied at the Training Department for the position of Assistant Professor at
Dong Do International Language School in general, at Campus 3 in particular - where
I am working and improving my skills. It is located at 667 Tinh Lo 10, Binh Tan
District, HCM City, Vietnam. An intern is a form of tutor and from there I can be
trained as a teacher. My work was gradually arranged in different positions: office
staff, teaching assistants, and teachers.
3.1 Teaching Assistant
In a language class, usually students will have uneven academic performance,
or have questions, the teaching assistant will be the support and answer for students
to understand and be able to follow or keep up with class. The teaching assistant job
for those who follow the pedagogy, teaching assistant is the first basic task of most
teachers because trainee teachers require a certain amount of time to observe. It not
only gives you practical teaching experience, but also learns how to teach visually and

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vividly from native and foreign teachers. And I am fortunate to have a chance to
observe the way teachers teach in many classes from Junior to Teenagers. In
particular, I was given the responsibility of my manager to observe and support Ms.
Ngoc Nhi's class teaching Family and Friends 1. Before I assist teachers, I review
what students are preparing to learn today and turn on the listening lessons to note the
pronunciation to correct them. Usually, the TA 'main job is to stabilize students in the
classroom, support teachers, answer students' questions, and keep quiet if the
classroom is noisy.
Outside of a student's regular school hours, TA's main responsibility is to help
students catch - up with the classroom and cover the classroom (students who are
absent, make up to catch-up with the class, while weak students will tutorials). We
are ready to help students whenever they want to solve their homework.
3.2 Office staff
During the 15 weeks of internship, I learned and trained how to process, draft
as well as other office skills:
Gather student workbooks to check if students are doing and correcting them
carefully. Hand out progress books to students to record teacher instructions and
announcements. This is like a regular school contact book and also a way for the
center to connect with students' families. Provide customer service by contacting
parents about their child's academic results. Score, test scores, and aggregate results.
During the Covid -19 season, I also assigned to be on duty in the car park of the center
- where students and teachers regularly go in and out to measure the temperature and
spray disinfectants.
In addition, I also checked the folder on the computer, then entered data
including: typing the name of the student who was late, entering the teacher's
comments about the strengths and weaknesses of the students I taught, inputting
grades for the four skills of each student after the tests, entering TA's comments as

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they teach students to see how well they understand at the Weak, Average, Fair, and
Good levels. When the students were about to leave school, I was assigned to be on
duty one floor to regulate traffic. It meant keeping the students from pushing each
other as they walked down the stairs
3.3 Teacher:
To become a professional and professional teacher, I was assigned and
assigned by the manager to observe, support and teach the first class about Family and
Friends 1 program under her supervision and guidance. teacher Ngoc Nhi. After a few
weeks of observation, I was assigned by the manager to compose and teach 30 minutes
about one of the four skills of English. However, I must admit that teaching is never
as easy as a piece of cake. Even though I have had experience observing the teacher's
way of teaching and I taught the curriculum to teenage students, it was really
confusing when it comes to teaching in elementary school. I have a few problems: I
tend to explain and guide students in English at a rapid rate, and at that time there are
some students who do not understand what to do. I didn't notice that and the
organization works. And after the class ended, I received a comment: My supervisor
advised me to slow down. It is essential to come up with clear, concise instructions
and model the activity before asking students to get started. Ask one or more students
to demonstrate using an example. Ask students to explain the task in L1. Through that
practice, I have brought into play my strengths and significantly overcame my
weaknesses.
Each week there will be a job roster posted in the lobby outside the office.

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Figure 2: Job roster every week
Figure 3: Tutor weak students
Figure 4: Observing classroom
3.4 The result
The results of my work are quite busy, but I have accumulated a lot of
experience and learned many skills in the practical environment: office and also in
teaching. After observing and practicing teaching, I have learned many valuable
things for myself that I have never had before. I also accumulated practical knowledge
for my major, learned many necessary communication skills and behavior in a
pedagogical environment. All the skills I have learned are not by books anymore but
by practical experience through my observations. Besides, I am very happy to meet
so many students, colleagues, friends and teachers here. They were very friendly and
support me I went to the center.

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CHAPTER 4: Comparative Study of Language Skills Teaching Methods with
Family and Friends 1 at Dong Do Center
4.1 Issue identification and description:
If you ask a child what makes them happiest in school or an English center,
you will probably rarely get answers like: a new book, a good assignment ... most of
us will hear sentences like: "English teacher, math teacher, ... this teacher is my
inspiration, I love to study with her/ him". Students enjoy learning process mostly due
to their personal relationship with teachers - who used to be a source of their passion
and motivation in their subjects. The importance of teaching is to engage students
actively in the classroom to increase motivation and improve learning outcomes. Both
parents and teachers play an important role in this process. If at home, parents
motivate their children by educating them about the importance of learning for the
future, when students enter the classroom, teachers will use specific strategies to help
students learn and practice better.
We consider learning and classroom teaching to be a real human
communication and endeavor, these skills are an integral part of our lives. To clarify
this issue I am fortunate to observe the teaching style of two teachers at the same
center, in two different shifts and the same English book program, Family and Friends
in general and FF1 in particular. This is a book with an international standard
curriculum and advanced methods, learners will develop comprehensively 4 skills of
listening - speaking - reading - writing, with special attention to primary school
students from Grades one through five, because learning English at this age is the
foundation step for a future. In addition, the primary English curriculum content must
be designed to be lively, attractive, inspiring, and suitable to the psychological
characteristics of primary school students. The "Family and Friends" curriculum for
elementary school students is an elementary school English-language curriculum
published by Oxford University Press. "Family and Friends" is compiled according to
the Cambridge primary school output standards (Young Learner English), including

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three levels: Starters, Movers and Flyers. This is simple vocabulary but it is practical.
However, I find that there are some problems students often have in English class.
Firstly, They often lack motivation to learn English. Sencondly, they have less chance
to communicate and they often lack confidence to perform their speaking before class.
This make them more passive and they can not devep their creativity and their
imagination
Through observation, I realize that the problem that needs to be raised is that
the teacher's way of teaching has a great influence and can bring about different results
happening in the classroom. So I chose the topic for my graduation internship:
"Comparative Study of Language Skills Teaching Methods with Family and Friends
1 at Dong Do Center”. With the above topic I have two questions posed:
1. What are the specific steps in teaching language skills?
2. And to ensure that a class with large numbers of students is effective, what
must teachers organize and do?
4.2. Issue Analytical Interpretation
4.2.1 Definition of “task based language teaching” method.
In a very brief way, according to Willis [5] (1996: 23), tasks are "the activity
in which the target language is used by the learner for the item communication target
to achieve a certain result. This means tasks can be anything from solving quizzes to
assigning themair tickets. TBLT is a teaching method the following characteristics:
- Emphasis on learning to communicate through interaction together using the
target language;
- Introduce authentic language into learning situations;
- Provide opportunities for learners to not just focus the language itself but also
focuses on the learning process;

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- Increasing exploitation of the experiences of individuals such as an important
element to learning;
- Try to combine classroom learning with the use of language language outside
the classroom.
From there, it can be said that TBLT has obvious advantages, including (I)
provide learners a new way of understanding the language, that is just the language
the tool rather than the ultimate specific goal; (ii) job transfer Language teaching is
about imparting abstract knowledge into applications use the real world; (iii) meeting
the immediate needs of learners; and(iv) create interesting and creative classes.
4.2.2 Structure of TBLT
According to Willis [5] (1996: 52), there are three stages in the structural
framework by TBLT:
a. Pre-Task stage (before performing tasks):
- Raise problems / perceptions;
- Introduce names of topics and tasks;
- Lecturers introduce the topic fully;
- Use of pictures, posters, and other captions.
b. Task Cycle Stage (performing tasks):
- Use the target language to perform Tasks;
- Create group activities, couple activities;
- Raise exercises to provide and supplement information for each other;
- Gradually strengthen planning, reporting, and presentation activities;
- Select some pairs or groups to report to the whole class about the Tasks
perform.
c. Post-Task stage (after performing tasks, also called Language Focus):

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- Select, define and classify vocabulary (words, propositions);
- Practice language in class;
- The teacher plays the chairperson to control the reporting of the students the
selected group as well as the discussion of the whole class;
- Build a personal dictionary.
The teaching techniques/techniques of TBLT are not much different with
common teaching techniques/techniques, but care about the order and weight of
activities require learners to act more dynamic, having to use language acquired by
learners, reducing
Part of the intervention is imposed directly from the teacher.
4.2.3 The sources of TBLT
Teachers should note:
- Use as much foreign language as possible and use the only language native
mother to explain tasks/assignments (when required);
- Create a comfortable learning environment as possible during the period
paragraph Pre-Task;
- Provide keywords (keywords) or most general suggestions for learners to use;
- Use different means in the Pre-Task stage:
audio texts, video clips, and
idea development activities (brainstorming activities), small exercises
(drills), images (images); websites (websites);
Make sure tasks are motivating for learners participate and promote your own
strategy/tactics;
- Closely monitor the process of learners performing tasks;

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- Focus on important grammar and semantics issues best after performing
tasks.
4.2.4 Impacts of Using TBLT
One of the advantages of TBLT is its versatility, and That is the key to the
existence of TBLT as one approach to language teaching. The instructors can develop
a multitude of meaningful tasks in high practice to create a foreign language learning
environment; learners encourage the use of their own language for effective
communication results and exchange ideas, persuading fellow students. TBLT was
once accused that focusing only on the meaning itself, which now proves shows that
it can effectively focus on form at the same time.
.

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4.3Issue enhancement interpretation
4.3.1 Research of effectiveness when applying the method of TBLT in the
Speaking module
we have surveyed over 20 students participating in learning, the effectiveness
of the method is evident through the data in Figure 1:
Chart 1. Students' speaking skills after using the "Task-Based Language
Teaching" method
Through the synthesis chart of the quality situation of students participating in
learning by the method of "task-based language teaching", we believe that the
effectiveness of this method is very high. There is a learning interaction between
classmates and teachers. The biggest feature of the "task-based language teaching"
method is the arrangement of tasks around learners. Take learners as the subject of
the whole learning process.
The design is rich, there are individual tasks performed by each individual
student, but there are also many tasks designed in the form of small groups, large
groups. In the process of performing the task, students need to interact, assist in
finding information, and together build and complete tasks. Each task is assigned to
students, teachers always closely support them when needed, teachers are instructors,
providing necessary information related to the task.
There are many opportunities to communicate in English

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The biggest limitation of students is the lack of English language in the learning
environment, and the rate of using Vietnamese to receive knowledge is quite high.
When participating in learning with the method of "language teaching on task" in the
Speaking module, they are exposed and learning almost absolutely 100% in English.
Use English to complete tasks, to express ideas.
Have a chance to promote your own thoughts and ideas
When choosing the "task-based language teaching" method, we devote to the
issue of how we can promote all our thinking abilities and enrich their ideas during
implementation. Tasks, so there are lessons designed according to "open mission",
students will freely discuss giving individual views; also has the task of provoking
imagination, increasing students' thinking. The tasks are lively, practical, and follow
the learning content. Tasks in the "task-based language teaching" method that we
experimented with in abundance and combined with some nested methods in those
tasks such as making games, real now role-play, perform case studies, collaborate in
groups, discover and solve problems. The spirit of learning at ease, no stress. One of
the important factors that bring about learning efficiency in the Speaking module is
the learners' spirit. The assigned tasks are always focused on the element of creating
a comfortable learning environment, learners can both complete the tasks and the
opportunity to exchange ideas and even bring tasks. learning, playing, and learning,
so learners can easily absorb knowledge, complete tasks with a comfortable spirit.
That is why in each session students always feel
Interest in lessons, giving them the spirit of "every day to school is a joy", so
most of them are very interested in the layout of tasks in each lesson, as shown in the
Table.

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Chart 2: The student's level of satisfaction when the teacher assigns the task
4.3.2 The role of the trainer in the TBLT method to improve class.
This is a complicated issue that real instructors take on many different roles in
the lesson. Willis (1996: 40-41) summarizes. The instructor's main role as an
instructor is to present in class is to support learners who carry out the tasks of
teaching. Students must define the tasks, ensuring that learners understand the task
instructions and lesson summaries. In other words, the teacher must be prepared for
various activities to meet the needs of learners. In each TBLT lesson, the teacher can
play multiple roles.
The teacher should perform three main roles, including 1) selecting and
organizing the order of the tasks; 2) prepare learners to implement tasks successfully
in public, and 3) increase learners' awareness of the application language vividly and
richly in real life and work - this is the primary role the instructor plays throughout
the period Task Cycle section. Trainers need to be prepared to take on many roles in
each TBLT lesson, where teachers and learners learn and try challenge yourself and
each other:
- Know what they can play to be a beneficial learner;
- Understand the basic principles of TBLT and not just use it a task and call it
TBLT;

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- Take the time to plan meticulously for TBLT lecturestry to predict possible
problems and language patternswhich dhamma should be explicitly taught and when;
- Continuously interact and evaluate what learners need
Here are the answers for questions I pose in 4.1 part.
1, What are the specific steps in teaching language skills?
a. Listening skills
Watch a child learn to speak before learning to speak and speak, the child has
to be able to listen to those around him, understand the meaning of words, and finally
be able to speak on his own. Learning English like that. We need to learn how to listen
to others before we know how to speak English. Learning to listen is not an easy thing
because hearing ability depends a lot on factors such as the age of the student (the
younger the child, the easier it is to learn a foreign language in general and English in
particular), the voice of the speaker (yes many intonations of different regions,
intonation also changes in case of informal or formal speaking, depending on the
speaker's happy, sad, worried mood, etc.).
b. Speaking skills
Usually, after a certain amount of time learning to listen, we can begin to
practice speaking skills. Speaking skills are often more difficult than listening skills.
In addition, many people tend to be shy, afraid of making mistakes when speaking, so
they delay their speaking practice or are not enthusiastic about speaking. There is only
one way to speak well, which is to practice regularly. There are no other shortcuts for
us.
c. Reading skills
In addition to using measures to develop students' reading comprehension
skills, teachers need to have enough enthusiasm and enthusiasm to guide students to
help them accumulate vocabulary, structure, and apply that knowledge into real

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communication. However, it is extremely important to know how to use skills that are
appropriate for all types of students to encourage students to strive for effort and self-
learning.
d. Writing skills
Just like having to know Listening and then speaking, we need to practice
Reading before we can start Writing. But not thinking anything in mind to write
without thinking is not an optimal way. In order to write good English, teachers need
to guide students with useful methods in writing
2, And to ensure that a class with large numbers of students is effective, what
must teachers organize and do?
To clarify this problem I am fortunate to observe the teaching style of two
teachers at the same center and in two different shifts. Ms. A's first shift is on Monday,
Wednesday, Friday from 17:30 to 19:00, and the second shift of Ms. B on Saturday
morning at 8:00 to 10:00. Firstly, teachers should use small notebooks: Small
notebooks should be brought along as the teacher supervises and guides groups to
practice language skills. Using this notebook, the teacher records the common and
typical mistakes that are then corrected for all students at the end of the activity.
Secondly, the teacher should scatter students into groups. Make full use of the space
available, the empty corners to accommodate discussion groups. It is even possible to
make use of the hallway and outside of the classroom space when conditions permit.
In the third experience, teachers should focus on monitoring learning participation,
calculating attendance. In large classes, it is difficult to detect one or two absent
people, so students often take advantage of this to take leave. If not checked carefully,
the classroom will become fragmented and become disorganized. Teachers may give
a short quiz at the end of each class to check absences. The teacher can also ask the
class representative to check attendance before class. As a fourth experience, teachers
should encourage competition among learning groups by dividing classes into groups.
The group can be kept intact from beginning to end or adjusted to suit each practical

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activity. In the fifth experience, teachers should know how to relieve pressure by
themselves, not to be stressed. Before each class time, teachers should find ways to
rest and relax to avoid anxiety. Do not try to prepare lessons in the morning, right
before class, but best to prepare the day before. Teachers should develop a back-up
plan to deal with possible changing situations during class. An other experience is
that the teacher must know how to control the noise. Teachers should give signs and
signals to let students know when they want them to stop communication and
discussion activities. This should be done from the start to get the class used to your
symbol.
As the next experience, teachers should reduce writing time by giving multiple-
choice tests and arranging for learners to self-correct in pairs. To avoid fatigue and
spend time preparing lessons, teachers should organize a quick assessment or arrange
for students to correct each other in pairs. Teachers synthesize the problematic parts
of learners to answer. The teacher should not correct or answer all exam problems and
homework. Each session, focus on correcting a few different and common types of
errors.

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CHAPTER 5: EVALUATION
5.1Difficulties and Problems
a. Communication problems
My problem at work is that I spend most of my time with students. I interacted
with and taught the students in the common room (catch-up and tutoring class) and
the students in the main class. I see students not paying attention to the lesson, or
talking, bothering other students. Even though I read the name and reminded him
many times, he only remained silent for a few minutes and then continued.
Next is the capacity of learners in the same formal class because surely in a
large class of 20 or more students, there will be students who quickly acquire
knowledge and vice versa, there are students who need get more help.
b. Professional teaching skills
Finally in the office: when I phone parents to report their child's test scores.
When they hear their kids get good grades, it's okay. If their child's scores are low,
they complain of the opinion, it is due to the wrong, biased score. Some parents even
blame the teacher's way of teaching since moving to this branch center for seeing their
children do worse than before.
5.2Strength and Weakness
There will be advantages and disadvantages related to work during the
internship. But they all bring about experiences that help us grow up. And also learned
a lot of things outside of life that my teachers and friends can't teach you.
● Strength:
Learn a lot of work
Recognizing the importance, position, role and responsibility of teachers, well
observing the rules of the center as well as expertise.

Hoa Sen University
27
I learned to write and display on the board for students to take notes in their
notebooks. And while teaching, I have moved around the classroom to help students
when any problems arise.
I am a person who always goes to work on time and completes the assigned
work well
● Weak
A perfect teacher must have a broad knowledge and proficiency in all English
skills in general and English speaking skills in particular. I find myself needing to
improve my speaking skills because speaking English, especially intonation, is one of
the most important parts for English learners to speak fluently, well and like a native.
Intonation language when speaking English is seen as a core criterion, to evaluate the
ability of English users and learners.
CHAPTER 6: CONCLUSION & RECOMMENDATIONS

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