Internship Report on Studying the English Teaching Process.docx

Dịch vụ viết thuê đề tài – KB Zalo/Tele 0917.193.864 – luanvantrust.com
i
Kham thảo miễn phí – Kết bạn Zalo/Tele mình 0917.193.864
UNIVERSITY OF FINANCE - MARKETING
FOREIGN LANGUAGE FACULTY
An Internship Report
on
Studying the English Teaching Process
on Grammar for Students Aging 8-15
at Atlanta Language Educator
(March - May 2021)
LECTURER : DO KHOA
STUDENT : NGUYEN THI NHAT LE
STUDENT ID : 172 100 1764
CLASS : 17DTA3

ii
HCM City, May/ 2021
UNIVERSITY OF FINANCE - MARKETING
FOREIGN LANGUAGE FACULTY
`
An Internship Report on Studying
the English Teaching Process on Grammar
for Students Aging 8-15 At Atlanta Language
Educator (March - May 2021)
LECTURER : DO KHOA
STUDENT : NGUYEN THI NHAT LE
STUDENT ID : 172 100 1764
CLASS : 17DTA3

iii
ACKNOWLEDGEMENT
I would like to extend deeply my sincere thanks to University of Finance and
Marketing for giving me the opportunity to work on this internship report and to
Atlanta Language Educator for the great time for learning and professional
development on English teaching. This report could not be completed successfully
without kind help and assistance from my beloved supervisor, manager, co-workers,
and peers and I am so grateful for having chances to meet these people.
First of all, my special word of thanks would be sent to my dedicated supervisor and
teacher, Mr. Khoa. In terms of academic support, he annotated my work
meticulously, suggested necessary points, followed up my progress constantly and
showed me the way to write this report in an academic manner. Importantly, he
continuously counseled me to make more determined endeavor and his
encouragement made it possible for me to achieve the goal.
In the second place, I feel appreciated for being supervised and guided by Mr.Hieu,
my academic manager. He paid attention to my teaching process and noticed what
my strengths and drawbacks are, in order to work on assigned tasks well. Equally
important, academic staff and teaching assistants gave me a hand on managing
class, monitoring students and arranging available facilities to make it easier.
Besides, their advices are beneficial for my internship and the future career as a
proficient English teacher.
Finally, my heartfelt thanks would go to my colleagues and family who not only
extended a great amount of assistance to me to finish this report but also gave
relentlessly emotional support.
Best regards,
HCM City, May/ 2021

iv
The reporter
Nguyen Thi Nhat Le
ABSTRACT
A good education requires a strong knowledge foundation. Therefore, teachers in
specific are indispensable to students, and due to current globalization, English has
become the potential part of education needing more attention and considerable
investment, so English teachers have strongly proved their positions and importance
so far. Choosing and pursuing this career path, the author determined on seeking
opportunities for English teaching position, then successfully applied to Atlanta
Language Educator and worked on this internship report entitled:” An Internship
Report on Studying the English Teaching Process on Grammar for Students aging
8-15 At Atlanta Language Educator (March - May 2021)”.
With a 3-month-duration internship at the company, what she expects are chances to
implement the theoretical knowledge and skills learnt at university to practical
experiences on English teaching process for students. Furthermore, she looks
forward to obtaining better understanding on the essence of teaching, how a
teaching process takes place and goes on, how to hold an English class for students
productively and deal with immediate situations.
This internship report is formatted as follows: the introduction in the gist of the
writing (her reasons for choosing this topic and purposes of the report); then, the
company background consisting of its history, development, mission, vision and
structure. Chapter 3 will provide readers with basic concepts of education, teaching,
English teaching, grammar and English grammar so that they can conceive the
mainstream and perspective used in this report. In chapter 4, her job description in
both general and detail circumstances will be discussed; thereupon, her findings and
experiences throughout the internship duration will be represented in chapter 5 and
wide-ranging recommendations will be supposed in chapter 6.

v

vi
TÓM TẮT
Một nền giáo dục tốt luôn đòi hỏi một nền tảng kiến thức vững chắc. Vì vậy, giáo
viên là những người không thể thiếu đối với học sinh; bên cạnh đó, tiếng Anh đang
trở thành một phần tiềm năng của giáo dục cần được chú ý và đầu tư nhiều hơn do
xu hướng toàn cầu hóa hiện nay, vì vậy mà giáo viên tiếng Anh đang ngày càng
khẳng định được vị thế cũng như tầm quan trọng của mình. Lựa chọn và theo đuổi
con đường giáo dục này, tác giả quyết tâm tìm kiếm cho mình những cơ hội ở các vị
trí giáo viên tiếng Anh, sau đó, cô ấy đã ứng tuyển thành công vào vị trí trên tại
trung tâm Á Lan Đại và thực hiện bài khóa luận thực tập với tiêu đề: “ Báo cáo thực
tập về nghiên cứu quy trình giảng dạy ngữ pháp tiếng Anh cho học sinh trong độ
tuổi từ 8 tới 15 tại Trung tâm Ngoại ngữ Á Lan Đại (tháng 3- tháng 5 năm 2021).
Trong quá trình 3 tháng thực tập tại đây, cô ấy mong muốn có cơ hội vận dụng các
kiến thức lý thuyết cũng như các kĩ năng đã được học tại trường vào quy trình giảng
dạy tiếng Anh thực tế cho học sinh trong độ tuổi 8-15. Hơn thế nữa, cô ấy cũng
muốn hiểu rõ hơn về bản chất của giảng dạy, làm thế nào để một quá trình giảng
dạy diễn ra và tiếp tục, làm thế nào để tổ chức một lớp học tiếng anh cho hiệu quả
cũng như giải quyết các tình huống ngay tức thì.
Bài khóa luận thực tập được trình bày như sau: phần giới thiệu nội dung chính của
bài viết ( lý do cô ấy chọn đề tài thực tập này và mục đích của bài báo cáo), tiếp sau
đó là thông tin về công ty bao gồm lịch sử hình thành, quá trình phát triển, tầm nhìn
và sứ mệnh cũng như cấu trúc công ty. Chương 3 sẽ cung cấp cho người đọc những
khái niệm cơ bản về giáo dục, giảng dạy, giảng dạy tiếng Anh, ngữ pháp và ngữ
pháp tiếng Anh; từ đó họ có thể hình dung ra được chủ đạo chính và cách nhìn đang
được dùng trong bài báo cáo. Ở chương 4, tác giả mô tả công việc một cách tổng thể
và chi tiết; ngay sau đó, cô ấy cũng trình bày những phát hiện và kinh nghiệm mình
thu được trong chương 5 và những đề xuất trong chương 6.

vii
COMPANY COMMENTS
On behalf of the Atlanta Language Educator, Academic Department, I wanted to
congratulate Nhat Le for her successful completion of the internship at Atlanta. She
showed us her kind and energetic attitude towards the tasks she was assigned to
work at the center. I trust that she can apply the entirety of the practical skills that
she was prepared then to further positions.
TPHCM, date ….. month 05 year 2021
Academic manager signature

viii
SUPERVISING LECTURER’S REMARKS
INTERNSHIP ASSESSMENT
1. Progress Score:
2. The report’s Score:
No. CRITERIA SCORE
1  Form
 Accuracy
 Images, graphics
 References, sources
2  Academic style
3  Introduction
4  Company
 Department
5  Basic concept
 Job Description
6  Findings
 Experience
7  Conclusion
 Recommendation
Total
3. Comments:
…………………………………………………………………………

ix
REVIEWER REMARKS
No. CRITERIA SCORE
1  Form
 Accuracy
 Images, graphics
 References, sources
2  Academic style
3  Introduction
4  Company
 Department
5  Basic concept
 Job Description
6  Findings
 Experience
7  Conclusion
 Recommendation
Total
Comments:
………………………………………………………………………

x
TABLE OF CONTENT
INTRODUCTION...............................................................................................................1
1. Reasons for choosing the topic ........................................................................1
2. Purposes of the internship report.....................................................................2
CHAPTER 1. COMPANY BACKGROUND .................................................................3
1.1 History and development..................................................................................3
1.2 Mission and vision ............................................................................................4
1.3 The organization structure................................................................................4
CHAPTER 2. DEPARTMENT .........................................................................................6
2.1 Basic information of academic department ...................................................6
2.2 Department function in company....................................................................6
CHAPTER 3. BASIC CONCEPTS ..................................................................................7
3.1 Basic concept of education...............................................................................7
3.2 Basic concept of teaching and English teaching ...........................................8
3.3 Basic concept of grammar and English grammar .........................................9
CHAPTER 4. JOD DESCRIPTION .............................................................................. 11
4.1 General main responsibilities and duties..................................................... 11
4.2 Job description in details ............................................................................... 12
4.2.1 HĐ6A- MK03 (Movers 3) ...................................................................... 14
4.2.2 HĐ6A- FK02 (Flyers 2).......................................................................... 16
CHAPTER 5. FINDINGS AND EXPERIENCES....................................................... 19
5.1 Findings ........................................................................................................... 19
5.1.1 Knowledge ............................................................................................... 19
5.1.2 Skills......................................................................................................... 20
5.1.3 Attitude..................................................................................................... 20
5.2 Experiences..................................................................................................... 20
5.2.1 Knowledge ............................................................................................... 20
5.2.2 Skills......................................................................................................... 21

xi
5.2.3 Attitude..................................................................................................... 21
CHAPTER 6. CONCLUSION AND RECOMMENDATIONS................................ 22
6.1 Conclusion....................................................................................................... 22
6.2. Recommendations .......................................................................................... 22
REFERENCES ................................................................................................................. 24

xii
TABLE OF FIGURES
Figure 1- Atlanta Language Educator logo ......................................................................3
Figure 2- Company structure .............................................................................................5
Figure 3- Number of teachers across educational levels ................................................8

1
INTRODUCTION
1. Reasons for choosing the topic
In a world with fast-paced development, there is a trend of globalization among
many fields: technology, economics, education, etc. However, differences in
language are one of the major barriers for people speaking different languages that
result in countless problems and misunderstanding. Therefore, a universal language
is needed to facilitate that matter. English is now widely spoken that it truly
represents “the language that the sun never sets” (Schreier, D., Hundt, M., &
Schneider, E. W., 2019). It dominates others to become the official language of
almost 50 countries around the world. As a result, there is a high demand for
English teaching and learning in many countries including Vietnam.
Being one of the official foreign languages in a well-developing nation, Vietnam,
English is the compulsory subject in most public and private schools. Perhaps more
importantly, many secondary and high schools for the gifted enroll students by
requiring them to achieve English Certificate with at least A2 level based on The
Common European Framework of Reference for Language (CEFR). For all this
reasons mentioned above, besides studying at schools, most Vietnamese children
will enroll in different famous English centers’ courses, one of them is from Atlanta
Language Educator, in order not only to pass the examination with flying scores but
also enhance their English skills: Grammar, Listening, Reading, Writing and
Speaking.
However, these students’ learning process would face real struggle without English
teachers’ assistance and support, especially kids and students since they have no
ideas on the useful materials needed or which learning methods are suitable for
them. It is undeniable that English teachers have important influences on these
students’ performance and improvement as they are well equipped with in-depth
knowledge and skills. At Atlanta Language Educator, each teacher is in charge of

2
teaching separate skills effectively and efficiently. By reasons of that importance
mentioned above, the reporter applied to the English Teacher position at Atlanta
Language Educator and chose that topic.
2. Purposes of the internship report
Being a senior student majoring in Business English at University of Finance and
Marketing, the reporter would love to have great opportunities to experience
English teacher position at Atlanta Language Educator. Although her major focuses
mainly on economics, she found strong interest and passion in education, especially
teaching English for students in general and grammar in specific. On her 3-month
internship duration, she looked forward to studying that English teaching process to
build her self-development not only in terms of teaching knowledge but also soft
skills. In addition, she would like to have practical experiences in dealing with
issues in class management. Moreover, with her aspiration of spreading love for
English among her beloved students, she was delighted to have closer connections
with them to deepen understanding about their dilemma in learning English, from
that she could put forward solutions to address the problems.
In the internship report, she described her English teaching process on grammar for
students aging 8-15 at Atlanta Language Educator as well as her experiences and
activities. This internship report also discussed how important her recommendations
are to herself and why they should be taken into consideration.

3
CHAPTER 1. COMPANY BACKGROUND
1.1 Historyand development
Atlanta Language Educator or Trung tâm Ngoại ngữ Á Lan Đai opened their first
English classes on October 1st, 2007. A year later, in December 2008, they officially
and successfully launched English Language Search System called A.T.E.S.S which
takes responsibility of checking each student’s entrance English level by inquiring
them to take the tests provided by many prestigious and globally-recognized
organizations such as Cambridge and ETS Institute, Longman, Oxford and other
well-known publishers. Such a system provides them with objective and quick
results so that they can design appropriate courses for their students.
Atlanta Language Educator has mainly provided their students with many 60-hour
English Communication courses (Ielts courses from band 3.5 to 6.5), 12-week
English for Kids courses (Starters, Movers and Flyers) and those for Teenagers
(Young Learners). Thus far, they have successfully taught, assisted their students in
learning throughout these courses and offered other educational programs in order
to offer the best experiences and good results to their beloved students.
Figure 1- Atlanta Language Educator logo
Source: Atlanta.edu.vn (2021)

4
1.2 Missionand vision
With the mission and vision of bringing benefits, differences and professionalism in
education and consulting services to Vietnamese students, Atlanta Language
Educator always makes endless efforts to build a standard school environment with
well-qualified English teachers and teaching assistants. By applying “Atlanta Mind
Map”- teaching and applying English using a mind map designed privately, their
teachers find it more effective in delivering the lessons and students are capable of
absorbing easier as well. Besides, one of the differences of all classrooms from
those in public schools and other English centers is that they are designed based on
familiar places in life such as coffee shops, parks, forests, etc. Atlanta expects to
offer their students friendly and comfortable studying environments in order to
better their learning process and stimulate creativity as well as new ideas. In
addition, by using round tables addressing the matter of difficulties in moving when
students join activities, they have more opportunities to work in groups in which
new relationships and teamwork skills are developed.
Furthermore, Atlanta primary priorities are their students’ results and experiences;
thus, they always provide free courses on grammar, listening, speaking and
pronunciation. Not only English teachers and teaching assistants but also academic
staff is always ready to support and assist students conscientiously with their
homework and lessons throughout their courses to guarantee that they can keep
track of work.
1.3 The organization structure
There are 2 branches of Atlanta Language Educator in Ho Chi Minh City located at
01 Hoa Dao Street, 2 Ward, Phu Nhuan district and at 236 Nguyen Thi Minh Khai
Street, 6 Ward, District 3.
The head of Atlanta structure is a CEO managing and supervising the whole
company operation, an Academic Manager and a Consultant Manager being
responsible for quality management in both branches, Consultants and Academic

5
Staffs who are in charge of controlling activities of teachers and teaching assistants.
Other departments also make great contributions to company’s growth and
development.
Academic
Department
Consultant
Department
Teachers Teaching
Assistants
Consultant
manager
CEO
Academic Staffs
Figure 2- Company structure
Source: Internal company- Academic department
Other
Departments
Academic
manager
Consultants

6
CHAPTER 2. DEPARTMENT
2.1 Basic information of academic department
Atlanta Academic department activities of two branches are under control of
academic manager- Mr. Hieu. The total academic staff is eight in which there are
four staffs including one team leader in each branch.
2.2 Department function in company
The fundamental function of the academic department is controlling activities of
classes in general, teachers and teaching assistants in specific.
Academic staff is in charge of sending course information and timeline to teachers
and teaching assistants via Gmail before these classes are officially opened. By
monitoring cameras, they will check if teachers strictly follow the courses or
teaching assistants complete all assigned tasks well and whether there are serious
class issues so that they can have immediate solutions. Moreover, academic staff’s
frequent attendance is required in order to follow and inform new teachers of any
inappropriate matter.
With students needing extra help in keeping track of lessons, they are responsible
for assisting them with more exercises. In addition, their responsibilities include
notifying students’ parents the test date, designing the test format and invigilating
students doing both midterm and final tests, then sending the results to them.

7
CHAPTER 3. BASIC CONCEPTS
3.1 Basic concept of education
Education has a positive influence on almost all aspects of life as it provides the
foundation of advancement in which national economic and social well being is
built on.
It is said that the level of education highly correlates with that of national income,
the one caused the other. Better education results in greater compensation and
becomes fundamental (although not always sufficient) requisite for long-term
economic growth (IIASA1, 2008). In 2012, UNESCO claimed: “for every US$1
spent on education, as much as US$10 to US$15 can be generated in economic
growth and if 75% more 150year-old of forty-six of the world’s poorest countries
were to reach the lowest OECD2 benchmark for mathematics, economic growth
could improve by 2.1% from its baseline and 104 million people could be lifted out
of extreme poverty”.
Additionally, substantial investment in human capital is required for a sustainable
national economic growth as well, by that rationale; education is one of the prior
national policies and “educational policies are initiatives mostly by governments
that determine the direction of an educational system became”- Okoroma said
(2000) as well as being considered as a backbone of that country since its mission
lies mainly within economic acceleration.
In many ways, education has its own definition such as Aristotle, a Greek
philosopher and polymath also stated: “education is the process of training man to
fulfill his aim by exercising all the faculties to the fullest extent as a member of
society”. Nevertheless, in this internship report, the reporter headed toward to the
academic viewpoint that education is a teaching and learning system aiming to
socialize individuals and maximize their development.
1 International Institute for Applied Systems Analysis
2 The Organization for Economic Cooperation and Development

8
3.2 Basic concept of teaching and Englishteaching
On the occasion of World Teacher’s Day, UNESCO Director-General Irina Bokova,
International Labour Organization (ILO) Director-General Guy Ryder, United
Nations Development Programme (UNDP) Administrator Helen Clark, and
Education International General Secretary Fred van Leeuwen all stated: “Teachers
not only help shape the individual futures of millions of children; they also help
shape a better world for all,” (2016).
In today’s contemporary society, teaching has consolidated its position more and
more professionally and stayed current with rapid development. The following chart
below illustrates how education enlarged in the world and led to a flourishing of the
teacher numbers across all levels of education (Roser, M. 2017).
Figure 3- Number of teachers across educational levels
Source: ourworldindata.org (2021)

9
Sequeira defined teaching in ‘Introduction to concepts of learning and teaching’
(2012) as a set of events, outsides the learner which are designed to support internal
process of learning.
According to UNESCO Institute for Statistics (2016), it is estimated that we will
need 69 million new teachers by 2030 to meet education goals. In 2020, John
Knagg attending TESOL 2014 as a leader representatives of British Council
claimed that the number of English language learners worldwide is up to 1.5
billion” (Bentley, J. (2021)), hence; there is high demand for English teaching
simply explained as teaching English for non-English speakers in many nations
around the world. To be more specific, English education field is divided into two
types: English as a second language (ESL) and English as a foreign language (EFL),
as a result; to be well-qualified enough to apply for English teaching position,
teachers should achieve at least one of these certificates: Teaching English as a
Second Language (TESL), Teaching English as Foreign Language (TEFL) and
Teaching English to Speaker of other Languages (TESOL).
In general, these courses have the same purposes that is providing teachers with the
necessary skills required to teach non-English speakers, nonetheless; the intended
teaching location is their difference in which TESL is for students living in a nation
where English is not their native language, TEFL is for ones of foreign language
living in a native-English speaking countries and TESOL assists teachers intending
to teach in both non-native English countries and within English speaking ones
(Montrose, B., 2015).
3.3 Basic concept of grammar and Englishgrammar
We effectively communicate in language together thanks to grammar as Tomalin,
B. said (2018): “Grammar is how we link words to express meaning. And we do
that by forming sentences”.
To define grammar- the structure and system of a language, in “Defining Grammar:
a critical primer” (2004), Wilcox, K. M. suggested: “Grammar can mean a system

10
of rules which allows the users of the language in question to create meaning, by
building both meaningful words and larger construction of sentences”. Crystal, D.
wrote in "In Word and Deed" (2004): "Grammar is the structural foundation of our
ability to express ourselves. The more we are aware of how it works, the more we
can monitor the meaning and effectiveness of the way we and others use language.
It can help foster precision, detect ambiguity, and exploit the richness of expression
available in English."
In this internship report, she focused on basic grammar such as tenses, prepositions,
different clauses, etc.

11
CHAPTER 4. JOD DESCRIPTION
4.1 General main responsibilities and duties
Atlanta English teachers are required to use 80% English in order to create English-
speaking environment for children when teaching separate skills including
Grammar, the reporter’s task.
In general, her primary responsibilities were to ensure that the teaching progress
followed up the private courses and to guarantee educational quality involving
planning and preparing lesson plans that meet core objectives and principles and
delivering lessons using differentiated techniques that were appropriate to students’
levels and met their diverse needs in specific. In the same way, she took upon
herself to supervise each teenager’s performance and modify instructional methods
to meet individual demand effectively when necessary as well. Additionally, all the
students’ quizzes, mini-tests, midterm and final tests must be corrected exactly and
sent to the academic department right after each lesson finished. Equally important,
to meet the requirement of providing stimulating and productive learning
environment, she also designed and implemented numerous activities requiring
working mostly in groups during their study focused mainly on the vocabularies,
e.g., guess the words, hangman, stop the bus, etc. in order to promote enjoyment of
learning and diminish tiredness.
Together with all mentioned tasks, she was also responsible for writing daily report
using Zoho projects application about lesson content, students’ attitude and teaching
assistants’ support evaluated on a 5-point likert scale. Every her recommendation or
suggestion would always be taken into account as they might make great
contributions to company’s growth and development. Besides, she was required to
attend every training section and a parents/teacher conference at the end of each
course to review students’ progress and inform new course information. In
conclusion, all responsibilities would be held professionally and efficiently so that
she could complete assigned tasks in the manner of a well-qualified English teacher
and in detail, they are listed below.

12
4.2. Job description in details
A day prior to the class get started, the internship reporter is to prepare and design
thoroughly detail contents and activities as the below-mentioned lesson plan, which
is developed to conform to the planned course outlines, focused on the complete
theoretical grammar point then practice grammatical written exercises based on
week units extensively and thoroughly or sometimes, her own extra exercises and
activities (if needed on account of the limited learning time).
Lesson plan form:
Intended time Teacher activities Student activities
At the
beginning
warm greeting
At the
beginning or at
the end of the
lesson
depending on
how long that
day’s contents
are and
students’
learning
progress
- Activities
+ Stop the bus (she asks students to find the words
starting with letters given relating to 2-3 topics such
as countries, school things and animals).
+ Hangman (she gives the number letters of a word so
that they have to guess what it is one letter at a time
to find out the word. If the guessing player suggests
the letter that does not belong to the word, she will
draw one element of a hangman’s gallows).
+ Guess the words (each teen will come to the board and
explain the given word in English without using
body language or saying that word so that the rest of
students can guess. The number of words and score
making depend on whether they play in groups or
individually).
+ Tap the board (she writes down vocabularies they

13
learnt before randomly on the board and asks each 2
student to listen to word’s description and quickly
find it out to touch the board to win).
- Score making
+ Team with highest score wins the game will get 1
stamp3 for each team member.
+ Each student with correct answer will get 1 stamp.
Grammar point
- Write grammar points on
the board and explain
carefully
- Ask students to give
example to verify that
they all understand
- Listen , give example
and take notes on
notebook when
teacher asks
Practice exercises
- Check out new
vocabularies, word forms
and meaning
- Ask students to do
exercise and remind them
to check answers when
finish
- Check the answers
- Point out and explain
some common mistakes
- Write down these
words on notebook
- Do exercises in pairs,
groups or individually
following teacher’s
instructions
- Correct their
answers
- Take note
3 written on the form of line on the board next to their names

14
At the end of
the lesson
- Sum up and review
quickly objectives of the
lesson
- Recap of that day’s lesson
- Ask students to revise at
home and give homework
if needed
- Listen and make
questions relating to
grammar point
Throughout that time, she always asked them to raise their hand to give their
answers; and with each correct one, they could obtain 1 stamp, in which all stamps
accumulated can be exchanged for presents such as toys or accessories exhibited in
the main hall. When classes finished, she set them homework pointed on the course
outline; it is uppermost that she consistently made compliments on their
performance and encouraged them to make more positive effort.
The detail job description is the teaching model process that she applied into the
real classroom to all assigned classes she was in charge during her internship at
Atlanta and it repeated daily – the teaching model framework was standardized;
hence, in this chapter, she would summarize the teaching internship duration
according to her 2 grammar classes: HĐ6A MK03 (Movers 3) and HĐ6A FK02
(Flyers 2). All energetic and affable students from this class aging from 8-15
performed excellently in her class.
4.1.1 HĐ6A- MK03 (Movers 3)
The reporter took charge of her first grammar class- HĐ6A MK03 (Movers 3) on
Monday, March 8th, 2021. They had schedules on Monday (5:45pm-6:30pm) and
Friday (6:30pm-7:15pm). On the first day, she spent 5 minutes introducing herself
to the students and had short conversation with them since it is considered as the
most important part of any first class meetings, “break the ice” time, to get to know
each other and create a more intimate atmosphere.

15
 March
Objectives: in this month, the reporter’s main objective was grammar revision as
this class almost finished their course and they were going to take the final test at
the end of the month.
Content: Simple past, present continuous, how to use would like, how about, have
to, modal verbs (could, couldn’t, must, shall), V-ing, V+ Ving, prepositions of time
and place and relative clauses (when and who).
Description:
After a quick warm greeting as usual, they frequently played ‘stop the bus’ in
groups for around 10 minutes. She asked them to find one word for each topic
starting with her given letters and explained the rules that only the answers from
group raising their hand and saying “stop the bus” would be accepted. Not until
students found that game monotonous and suggested playing another did she finally
realize that it could get tedious if they kept playing the same game every day
although it seemed fun all the time. Therefore, she let them play ‘hangman’ and
thought about the topics in a second. She gave them clues and the number of letters
of that word, then asked each person to guess the letter. They are intelligent enough
to guess all words and fortunately, this game went quite auspicious although she did
not plan. It was estimated to take her 15 minutes to have it done.
For the most part, she went through grammar points circumspectly and flexibly
depending on the class situation and progress. As proof, with tenses, she wrote
clearly each formula (affirmative, negative and question forms) on the board, then
asked each teenager to give an example right after that. She also pointed out the
most common mistake students made; for instance, the form of verb used after
auxiliary verb (did) in negative form must be bare instead of verb in past tense.
Another example was prepositions of time and place (in, on, at) lesson. She went
into details of how to use it in standard expression; however, it took lots of time

16
than expected as there are many ways to use them; as a result, she immediately told
them to do the exercises questions relating to that one as a way to give examples
before switching to another. In the lesson of present continuous and V+ V-ing, she
went through the distinction between V-ing used in that tense and V+ V-ing, which
are their positions and meaning. Instead of clarifying how they should use V-ing in
present continuous in a separate part, she wrote the formulas along with that as well
as the examples. Understanding that students could not follow and remember all
kinds of verbs needing V-ing following behind, she selected some common verbs so
that they could call to mind immediately. At first, it seemed challenging; but then
they could keep track of the process quickly thanks to her examples and detailed
explanation.
In general, such knowledge was not too challenging for them to understand; hence,
she had no difficulties struggling with this. Since this was her first time teaching
this class without following their process from the beginning, she did not have to
host a parent’s conference or make school reports when their course finished.
4.2.2. HĐ6A- FK02 (Flyers 2)
She started this class on Friday, April 2nd 2021and had a schedule every Friday and
Wednesday (8:15pm-9:00pm). The total number of students was 15; thus, she got
help and support from 2 teaching assistants. In general, they could keep track of
work quite well since all this knowledge had been leant before.
Objectives: she paid full focus on providing fundamental grammatical knowledge
and made certain that they could comprehend and acquire these points thoroughly
so that they could complete all exercises well.
Content: tenses (simple present, simple past, simple continuous, past continuous
and present perfect), comparison (comparatives and superlatives), prepositions of
time and place, infinitive of purposes and relative clauses
Description:

17
 April and May
After 5 minutes for “break the ice” stage on the first day and daily 5-minute-
greeting time, she undertook activities for them, mostly ‘guess the words’ as she
expected them to have more chances to practice speaking and they found this game
amusing. To stimulate their performance, she divided them into 4 groups to
compete. Fortunately, this worked well due to their competitiveness. While this may
be true, she was reminded it might not work for efficient class management by the
academic leader as while one group was on game process, others would not listen;
instead, they talked and did stuffs. Since that time, she has changed the rules that
they would play individually so that all had to listen to give their answers and gain 1
stamp. Occasionally, she would be the person describing the words for them to
guess and apart from stamp; they could get a candy for each answer. She found that
this way not only could promote amusement but it was also appropriate for
managing class.
The teaching process was the same as class HĐ6A MK03; however, as she had
experienced grammar teaching before, she had understanding on how to deliver
these lessons more effectively and efficiently and how to deal with any class issues.
She applied the equivalent method into teaching tenses since they had learnt before
at other courses; thus, this was unchallenging for them to catch up with. They could
quickly read all the formulas clearly and she also showed them how to remember
these formulas and distinguish them. For example, they had to use V-ing whenever
there is the word ‘continuous’ in the questions and put the verb to be ‘is, am, are’ if
it is for present continuous and ‘was, were’ if it is for past continuous before V-ing.
Additionally, tenses signal words would be shown as well to help them clarify
better. It was the same for these rest lessons: relative clauses and prepositions. Such
uncomplicated grammatical points made her effortless.
In the 45-minute lesson, comparisons could be seen as struggles for her to instruct
since this knowledge was quite vast with 4 formulas divided into 2 main points:

18
superlatives and comparatives, in which comprise of short and long adjectives. It
seemed simple for students to differentiate between these adjectives; nevertheless,
how to use these formulas was complicated for them to remember at once and
applied into practicing. Barely 2 lessons on such knowledge were designed on the
course; hence, she found it arduous to lecture.
Since the class has pupils of 15 and on account of limited time, she could not follow
each student to ensure that they all acknowledge, she called randomly to check their
understanding of not only the formulas but also their exercise answers.

19
CHAPTER 5. FINDINGS AND EXPERIENCES
5.1 Findings
Teachers play an important role as the people shaping how children may form their
future ahead. They provide them with motivation, purposes, set them up for success
and inspire in them a drive to perform. English teachers, in present-time, contribute
much more efforts and open up possibilities for students to take up promising job
opportunities. For that reason, it is necessary for English teachers to equip
themselves with complete and extensive academic knowledge along with skills. All
these findings below are actually her strengths ameliorating her performances in
internship duration. She will not only improve them but also enhance other skills
5.1.1 Knowledge
Although she had not attended any English Language Teacher Education class at
university, she could complete her internship competently and conscientiously
thanks to her language ability, English in specific. As a freshman, she found her
English level atrocious and made constant efforts to surpass. It would not be an
exaggeration to say that her English skills have improved considerably and
remarkably during her studying at school thanks to English- speaking environment
and listening and speaking modules school offered. She had to use English in most
subjects; as a result, her speaking skill has been getting better and better so she took
full advantage of that to use English as the main language in an independent way
when teaching at Atlanta.
Besides, the grammar and pronunciation module learnt in the first year also
benefited her throughout the process. Having a good English grammar foundation
and exact pronunciation boosted her performance markedly. The ways to do
research on the teaching materials and reading comprehension skills were as
important as other parts which she absorbed at university.
In general, all specialist knowledge meant a lot with her internship and report.

20
5.1.2 Skills
Time management skill and problem-solving one played a role in her successful
teaching process. Thanks to all lessons taken in these skills, she knew how to
prioritize the more important part of a lesson and came up with immediate solutions
to deal with class issues.
By observing her teachers’ teaching process, she is acquainted with how to use
appropriate words for students in a proper way. Besides, ways to have conversation
with students and how to design PowerPoint to convey the lessons productively are
essential manners she learnt and applied. Moreover, different ways to write a good
email are worthwhile since her job involving working with staff mostly via Gmail.
5.1.3 Attitude
She is studious and inquisitive that was her outstanding point at school and these
characteristics have great influence on her. The quality of being confident and
responsible possesses her ability in completing assigned tasks at school without any
failure.
5.2 Experiences
It is undeniable that what she absorbed at school made a great contribution to her
successful internship duration. However, what she experienced, also known as her
weaknesses, is more valuable to her future career as a well-qualified English
teacher.
5.2.1 Knowledge
As mentioned above, she had not taken any English Language Teaching class
before; she lacked this specialized knowledge. However, she had opportunities to
acquire the basic knowledge through the training section held every month and
predecessors’ experiences. It is more valuable to gain the grasp from observation
and being taught than absorbing passively only from theory. Not only did she
complement the valuable insight but she also enriched her grammar and
pronunciation further. Importantly, she recognized that unlike the academic writing

21
she learnt at school, she had to submit the daily reports with simply descriptive
writing.
5.2.2 Skills
In terms of teaching, teaching language for students should be simple so that they
could grasp easily and keep track. These lessons need designing as clear as it should
be with more illustrations as teenager students could remember and recall more
competently and they are at the age of better observing through pictures instead of
academic knowledge like adults. In addition, more back-up activities should be
prepared in case they were bored with prepared one.
At the outset, she found designing lesson plans tough as she did not know what she
should do and how to make appropriate timelines for each activity. Recently, by
learning from mistakes, she has become more proficient: set the specific objectives
for each lesson and focused on how to deliver it productively with regard to
knowledge and activities. During her internship, she could not manage class well in
her first month on account of her meekness. By far, this situation has been at the
stage of improvement thanks to her academic manager’s advice.
Communication and teamwork skills also meant a lot to her since thanks to them,
she built personal relationships with many staff that helps her know other job
opportunities and collaborate with them to finish tasks well, and they really made a
great team.
5.2.3 Attitude
In terms of attitude, it is important that she had the proactiveness in self-studying.
She always took advantage of every advice from academic staff and teaching
assistants. In spite of being inexperienced in this field, she was aware of being ready
to adapt and learn new things or changes. Aside from that, one of the essential skills
she gained was problem solving which is considered as the key in any environment
or occupation.

22
CHAPTER 6. CONCLUSION AND RECOMMENDATIONS
6.1. Conclusion
Working in the education sector, Atlanta Language Educator’s main services are
English courses (Starters, Movers, Flyers, Ket, Pet and Ielts) which serve crucial
students’ needs. Their teachers and teaching assistants always have to go through a
frequent training process every month to make sure that teaching quality are
ensured.
Throughout 12 weeks, the reporter seized favorable opportunities experiencing a
professionally educational environment and building up personal relationships with
experienced staff having youthful energy as well as enthusiastic students. What
made her internship duration worthwhile were the knowledge and skills in teaching
and competence in class management acquired.
Importantly, all theory, hard and soft skills learnt at school could be brought into
reality and played a crucial role in her internship. She perceived all her merits and
defects in order to retain her educational and competitive advantages and eliminate
the drawbacks and she should take notice of them whenever she applied to any
other positions.
6.2. Recommendations
After this precious time undertaking a teaching position at the Atlanta, the reporter
is cognizant that she has various things needed to better herself in the way of
pursuing an educational career from this time forth.
Her English needs improving time after time, especially speaking skill. Importantly,
her voice should be clearer and softer since it is quite high- pitched and in the
manner of a teacher, the voice expresses teachers’ enthusiasm and feelings at a
particular time. When she could use it effectively, she could work in her favor and
strengthen her personal and professional relationships. Pronunciation is also on her
own recommendation list since it is an influential area for teaching. Besides,
students need to be exposed more to the standard English environment; that is why

23
there is a need for having pronunciation corrected. In a similar manner, she should
acquire a good level of rest.
It is also important for her to enrich teaching knowledge and expertise. Knowing
what students from different ages need and how they feel helps her come up with a
definite lesson plan; since then, by developing her own teaching method and
material, she would engage, challenge them at some point and keep their interest.
She also has to be adaptable to work in an evolving environment and adjust her
teaching methods according to the available resources and curriculum. Furthermore,
she needs to have assessment ability which means evaluating her students’ process,
recognizing their strength and weakness so that she can help them fill gaps in their
knowledge and motivate them more. Other soft skills such as communication,
problem solving and listening skills, etc. and personalities needed to be a good
teacher (patience, empathy, etc.) are also required to be taken into consideration.
For those who are participating in English major, especially English teaching, these
mentioned recommendations above are valuable for them to carry out. Every
subject they are taking part in at school does wonder for their career in the future, in
some ways. Determining the passion and paying full attention on knowledge and
skills needed to improve themselves are essential. Apart from curriculum learning at
university, they should seek more job opportunities, experience and find the core
value; from that, they will discover their strengths to improve and weaknesses to get
rid of.
In conclusion, all her suggestions are the results of her worthwhile internship
duration that should be taken into account.

24
REFERENCES
Bentley, J. (2021). Report from TESOL 2014: 1.5 Billion English Learners Worldwide.
Retrieved from https://www.internationalteflacademy.com/blog /report-from-
tesol-2-billion-english-learners-worldwide
Crystal, D. (2004). In word and deed. Retrieved from:’ https:// www.tes.com/news/
word-and-deed-0’.
GIỚI THIỆU VỀ ATLANTA LANGUAGE EDUCATOR. (2016). Retrieved from
https://atlanta.edu.vn/aboutus/73/gioi-thieu-ve-atlanta-language-educator.html
Grant, C. (2017). The contribution of education to economic growth. Institute of
Development Studies.
Nearly 69 million new teachers needed to achieve global education goals, UNESCO
reports. (2016). Retrieved from https://news.un.org/en/story/2016/10/541902-
nearly-69-million-new-teachers-needed-achieve-global-education-goals-unesco
Okoroma, N. S. (2006). Educational Policies and Problems of Implementation in
Nigeria. Australian Journal of Adult Learning, vol 46 – 2, 246.
Rajagopalan, I. (2019). Concept of Teaching. Shanlax International Journal of
Education, 7(2), 5-8. https://doi.org/10.34293/education.v7i2.329
Roser, M. (2017) - "Teachers and Professors". Published online at
OurWorldInData.org. Retrieved from https://ourworldindata.org/teachers-and-
professors.
Schreier, D., Hundt, M., & Schneider, E. W. (2019). World Englishes: An
Introduction. The Cambridge Handbook of World Englishes, 1–
22. doi:10.1017/9781108349406.001
Sequeira, A. H. (2012). Introduction to concepts of Teaching and Learning. SSRN.

25
Servilha, E. A. M., & Costa, A. T. F. da. (2015). Conhecimento vocal e a
importância da voz como recurso pedagógico na perspectiva de professores
universitários [Knowledge about voice and the importance of voice as an
educational resource in the perspective of University Professors]. Revista
CEFAC, 17(1), 13–26. doi:10.1590/1982-0216201514813
Tomalin, B. (2018). Making sense: The glamorous history of English grammar. A
review. Training Language and Culture. 2. 105-108. 10.29366/2018tlc.2.1.9.
Types of teachers in highest demand by 2030. (2020). Retrieved from:
https://www.wgu.edu/blog/teachers-high-demand-20201712.html#close
Wilcox, K., M. (2004). Defining Grammar: A critical primer. Motana State
University.

Internship Report on Studying the English Teaching Process.docx

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Internship Report on Studying the English Teaching Process.docx

Similar to Internship Report on Studying the English Teaching Process.docx (20)

More from Dịch vụ viết đề tài trọn gói Zalo/Tele: 0917.193.864

More from Dịch vụ viết đề tài trọn gói Zalo/Tele: 0917.193.864 (20)

Recently uploaded

Recently uploaded (20)

Internship Report on Studying the English Teaching Process.docx