BÁO CÁO THỰC TẬP TIẾNG ANH TRUNG TÂM NGOẠI NGỮ.pdf

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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......................................................................5
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 ..............................10
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..................................................................................................21
5.1.3 Attitude.............................................................................................21
5.2 Experiences .............................................................................................21
5.2.1 Knowledge........................................................................................21
5.2.2 Skills..................................................................................................22

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5.2.3 Attitude.............................................................................................22
CHAPTER 6. CONCLUSION AND RECOMMENDATIONS .........................24
6.1 Conclusion...............................................................................................24
6.2. Recommendations ..................................................................................24
REFERENCES........................................................................................................26

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TABLE OF FIGURES
Figure 1- Atlanta Language Educator logo ............................................................4
Figure 2- Company structure...................................................................................5
Figure 3- Number of teachers across educational levels .......................................9

VIETBAOCAOTHUCTAP.NET
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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

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equipped with in-depth knowledge and skills. At Atlanta Language Educator,
each teacher is in charge of 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.

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CHAPTER 1. COMPANY BACKGROUND
1.1 History and 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.

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Figure 1- Atlanta Language Educator logo
Source: Atlanta.edu.vn (2021)
1.2 Mission and 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.

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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 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
Consultant
manager
CEO
Academic Staffs
Other
Departments
Academic
manager
Consultants

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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.

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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
1
International Institute for Applied Systems Analysis
2
The Organization for Economic Cooperation and Development

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learning system aiming to socialize individuals and maximize their
development.
3.2 Basic concept of teaching and English teaching
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).

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Figure 3- Number of teachers across educational levels
Source: ourworldindata.org (2021)
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

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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 English grammar
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 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.

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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

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tasks in the manner of a well-qualified English teacher and in detail, they are
listed below.
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

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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
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
- Write down these
words on notebook
- Do exercises in
pairs, groups or
individually
following teacher’s
3
written on the form of line on the board next to their names

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when finish
- Check the answers
- Point out and explain
some common mistakes
instructions
- Correct their
answers
- Take note
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)

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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.
 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.

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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 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,

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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:
 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

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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: 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.

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10 MẪU NHẬT KÝ THỰC TẬP TIẾNG ANH
https://baocaothuctap.net/nhat-ky-thuc-tap-bang-tieng-anh/
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

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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.

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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

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grammar and pronunciation further. Importantly, she recognized that unlike
the academic writing 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

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of the essential skills she gained was problem solving which is considered as the
key in any environment or occupation.

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REFERENCES
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,

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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 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.

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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

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Sequeira, A. H. (2012). Introduction to concepts of Teaching and Learning.
SSRN.
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.

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