Mẫu Báo Cáo Thực Tập Trợ Giảng Tại Trung Tâm Ngoại Ngữ, 9 Điểm
Baby skills education center leads our students to achieve measurable progress in communicative competence and provides an interactive and stimulating learning environment based on the use of communicative approaches, creative instructional practices, technology-related resources, and goals aligned with students’ linguistic, cultural and academic growth.
Báo cáo thực tập nghiệp vụ chuyên ngành ngôn ngữ Anh. “Don’t let your dreams just be dream” - “Đừng để giấc mơ của bạn chỉ là giấc mơ” – “Học để biết, học để làm, học để chung sống, học để khẳng định mình!” là tôn chỉ phát triển của công ty trung tâm Anh ngữ EFF nhằm truyền đạt những kĩ năng từ cơ bản đến nâng cao, mang tới thành công cho mọi học viên. Với sự chuyên môn hóa cao, trung tâm mong muốn mang đến cho những học viên của mình sự hiệu quả và tối ưu nhất cùng với chi phí thấp nhất và chất lượng cao nhất.
Báo Cáo Thực Tập Ngôn Ngữ Anh Tại Trường Cao Đẳng, Đại Học. Perhaps during the internship, data entry is the job that I have access to the most. With the receipts for tuition fees, I was instructed on how to enter the details on the invoice into excel software. The job seems pretty simple, just rely on the information available on the invoice and then enter it into the software, but it requires concentration and patience because there are hundreds of buying and selling receipts with content and all information is different, so great care must be taken to avoid confusion, errors, especially most important to pay attention to the column of sales without VAT and column of VAT because it affects tax and financial statements. … Invoicing, through this job, I know how to write receipts, how to store and deliver receipts. Practice due diligence to write receipts correctly. Thereby, I also know how to handle when the invoice is wrong.
Báo cáo thực tập nghiệp vụ chuyên ngành ngôn ngữ Anh. “Don’t let your dreams just be dream” - “Đừng để giấc mơ của bạn chỉ là giấc mơ” – “Học để biết, học để làm, học để chung sống, học để khẳng định mình!” là tôn chỉ phát triển của công ty trung tâm Anh ngữ EFF nhằm truyền đạt những kĩ năng từ cơ bản đến nâng cao, mang tới thành công cho mọi học viên. Với sự chuyên môn hóa cao, trung tâm mong muốn mang đến cho những học viên của mình sự hiệu quả và tối ưu nhất cùng với chi phí thấp nhất và chất lượng cao nhất.
Báo Cáo Thực Tập Ngôn Ngữ Anh Tại Trường Cao Đẳng, Đại Học. Perhaps during the internship, data entry is the job that I have access to the most. With the receipts for tuition fees, I was instructed on how to enter the details on the invoice into excel software. The job seems pretty simple, just rely on the information available on the invoice and then enter it into the software, but it requires concentration and patience because there are hundreds of buying and selling receipts with content and all information is different, so great care must be taken to avoid confusion, errors, especially most important to pay attention to the column of sales without VAT and column of VAT because it affects tax and financial statements. … Invoicing, through this job, I know how to write receipts, how to store and deliver receipts. Practice due diligence to write receipts correctly. Thereby, I also know how to handle when the invoice is wrong.
Internship Report on Studying the English Teaching Process.
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.
Intership report at English Center - NEWYenPhuong16
Báo cáo tốt nghiệp tiếng anh INTERNSHIP REPORT, báo cáo tốt nghiệp tiếng anh trong ngành xây dựng, INTERNSHIP REPORT TEACHING AT ENGLISH CENTER, internship report tại trung tâm tiếng anh, Đây là báo cáo thực tập tiếng anh tại trung tâm ngoại ngữ QUYNFNH PHƯƠNG. các bạn có thể tải về và sửa nội dung theo cấu trúc có sẵn. Học tiếng Anh để cải thiện bản thân, cải thiện cuộc sống và tương lai của mình. Việt Nam là nước đang phát triển nên việc học tiếng Anh là nhu cầu cần thiết đối với tất cả chúng ta. Tiếng Anh thực sự quan trong đối với tất cả chúng ta, cho một tầm nhìn xa hơn, english teaching through internship report, english teaching internship report, english teacher internship report
Những Khó Khăn Khi Phiên Dịch Cho Giáo Viên Nước Ngoài Trong Các Lớp Tiếng Anh Thiếu Nhi Tại Trung Tâm Anh Ngữ English For Success đã chia sẻ đến cho các bạn sinh viên những bài mẫu báo cáo thực tập hoàn toàn miễn phí.
Download báo cáo thực tập ngành ngôn ngữ anh tại công ty xây dựng, cho các bạn có thể tham khảo ngay nhé, bài báo cáo được viết toàn bộ bằng tiếng anh, cho các bạn có thể tham khảo
nếu các bạn đang học chuyên ngành ngôn ngữ thì càng nên tham khảo bài viết này. Trong quá trình làm bài nếu gặp khó khăn các bạn hãy liên hệ với Thuctap qua zalo. Liên hệ với AD qua Zalo: 0934.536.149
Bài mẫu Báo cáo thực tập tiếng anh thương mại tại công ty - internship report
- Viết thuê báo cáo thực tập bằng tiếng Anh - ZALO 0362 073 722
- Xem cụ thể tại: https://baocaothuctaptotnghiep.com/bai-mau-bao-cao-thuc-tap-bang-tieng-anh
Báo cáo thực tập tại trung tâm Anh ngữ. Đã chia sẻ đến cho các bạn học viên những bài mẫu báo cáo thực tập tại trung tâm anh ngữ hay nhất hiện nay , hoàn toàn miễn phí.
Internship Report Tại Trường TRung Tâm Ngoại Ngữ Tiếng Anh. In the internship, I had to deal with tasks including lots of information, so I had to get used to with taking notes in order to advoid missing main points of those tasks.
Báo Cáo Thực Tập Tại Trung Tâm Ngoại Ngữ Tiếng Trung. Tìm hiểu, làm rõ thực trạng các lỗi phổ biến trong quá trình dịch thuật của bộ phận biên dịch viên tiếng trung tại trung tâm ngoại ngữ VIETTRUNG Đà Nẵng..Báo cáo chuyên đề thực tập GVHD: Vũ Nguyễn Hương Trà. Đưa ra một số ý kiến đề xuất nhằm nâng cao trình độ dịch thuật tiếng trung cho bộ phận biên dịch viên tại trung tâm ngoại ngữ VIETTRUNG Đà Nẵng.
Tải khóa luận ngành Ngôn ngữ anh với đề tài: Using Flipped Classroom to develop listening skills for English major students at HPU. ZALO/TELEGRAM 0917 193 864
Mẫu Internship Report Ngành Ngôn Ngữ Anh Đạt 9 Điểm
Because I am a novice, so the company has not given me main works such as translating and text editing. Thus, in the first week, my supervisor took me around the company, visited departments in the company, and introduced me to all staff and production process of company. Besides, my supervisor guide me several pottery stages to produce a bowl that made from clay. Furthermore, I saw painted ceramic artists were flowing soul into cups, bowls and pots.
Chia sẻ đến cho các bạn sinh viên một bài mẫu báo cáo thực tập tiếng anh biên phiên dịch tại công ty hoàn toàn miễn phí. Nếu các bạn sinh viên muốn tải bài mẫu này vui lòng nhắn tin nhanh qua zalo/telegram : 0934.573.149 để được hỗ trợ tải nhé.
Water valve export procedures and documentation at minh hoa thanh co., ltd. However the export sector in particular, the proportion of exports of Vietnam was very much limited, and largely exports primary products are agriculture or raw materials, mining products. Also the industrial products-export sources bring high profits back has not yet been utilized effectively or not yet built up a private brand, export is through other partners should commonly higher than the selling price of products of the same type of competition, ... In General is not yet properly effective investment with the potential to be available should a losing Vietnam export proportion.
Factors affecting efficiency of employees at thai binh shoes joint stock company. The work environment is used to describe the surrounding conditions in which an employee operates. The work environment can be composed of physical conditions, such as office temperature, or equipment, such as personal computers. The work environment can also involve the social interactions at the workplace, including interactions with peers, subordinates, and managers.
Internship Report on Studying the English Teaching Process.
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.
Intership report at English Center - NEWYenPhuong16
Báo cáo tốt nghiệp tiếng anh INTERNSHIP REPORT, báo cáo tốt nghiệp tiếng anh trong ngành xây dựng, INTERNSHIP REPORT TEACHING AT ENGLISH CENTER, internship report tại trung tâm tiếng anh, Đây là báo cáo thực tập tiếng anh tại trung tâm ngoại ngữ QUYNFNH PHƯƠNG. các bạn có thể tải về và sửa nội dung theo cấu trúc có sẵn. Học tiếng Anh để cải thiện bản thân, cải thiện cuộc sống và tương lai của mình. Việt Nam là nước đang phát triển nên việc học tiếng Anh là nhu cầu cần thiết đối với tất cả chúng ta. Tiếng Anh thực sự quan trong đối với tất cả chúng ta, cho một tầm nhìn xa hơn, english teaching through internship report, english teaching internship report, english teacher internship report
Những Khó Khăn Khi Phiên Dịch Cho Giáo Viên Nước Ngoài Trong Các Lớp Tiếng Anh Thiếu Nhi Tại Trung Tâm Anh Ngữ English For Success đã chia sẻ đến cho các bạn sinh viên những bài mẫu báo cáo thực tập hoàn toàn miễn phí.
Download báo cáo thực tập ngành ngôn ngữ anh tại công ty xây dựng, cho các bạn có thể tham khảo ngay nhé, bài báo cáo được viết toàn bộ bằng tiếng anh, cho các bạn có thể tham khảo
nếu các bạn đang học chuyên ngành ngôn ngữ thì càng nên tham khảo bài viết này. Trong quá trình làm bài nếu gặp khó khăn các bạn hãy liên hệ với Thuctap qua zalo. Liên hệ với AD qua Zalo: 0934.536.149
Bài mẫu Báo cáo thực tập tiếng anh thương mại tại công ty - internship report
- Viết thuê báo cáo thực tập bằng tiếng Anh - ZALO 0362 073 722
- Xem cụ thể tại: https://baocaothuctaptotnghiep.com/bai-mau-bao-cao-thuc-tap-bang-tieng-anh
Báo cáo thực tập tại trung tâm Anh ngữ. Đã chia sẻ đến cho các bạn học viên những bài mẫu báo cáo thực tập tại trung tâm anh ngữ hay nhất hiện nay , hoàn toàn miễn phí.
Internship Report Tại Trường TRung Tâm Ngoại Ngữ Tiếng Anh. In the internship, I had to deal with tasks including lots of information, so I had to get used to with taking notes in order to advoid missing main points of those tasks.
Báo Cáo Thực Tập Tại Trung Tâm Ngoại Ngữ Tiếng Trung. Tìm hiểu, làm rõ thực trạng các lỗi phổ biến trong quá trình dịch thuật của bộ phận biên dịch viên tiếng trung tại trung tâm ngoại ngữ VIETTRUNG Đà Nẵng..Báo cáo chuyên đề thực tập GVHD: Vũ Nguyễn Hương Trà. Đưa ra một số ý kiến đề xuất nhằm nâng cao trình độ dịch thuật tiếng trung cho bộ phận biên dịch viên tại trung tâm ngoại ngữ VIETTRUNG Đà Nẵng.
Tải khóa luận ngành Ngôn ngữ anh với đề tài: Using Flipped Classroom to develop listening skills for English major students at HPU. ZALO/TELEGRAM 0917 193 864
Mẫu Internship Report Ngành Ngôn Ngữ Anh Đạt 9 Điểm
Because I am a novice, so the company has not given me main works such as translating and text editing. Thus, in the first week, my supervisor took me around the company, visited departments in the company, and introduced me to all staff and production process of company. Besides, my supervisor guide me several pottery stages to produce a bowl that made from clay. Furthermore, I saw painted ceramic artists were flowing soul into cups, bowls and pots.
Chia sẻ đến cho các bạn sinh viên một bài mẫu báo cáo thực tập tiếng anh biên phiên dịch tại công ty hoàn toàn miễn phí. Nếu các bạn sinh viên muốn tải bài mẫu này vui lòng nhắn tin nhanh qua zalo/telegram : 0934.573.149 để được hỗ trợ tải nhé.
Water valve export procedures and documentation at minh hoa thanh co., ltd. However the export sector in particular, the proportion of exports of Vietnam was very much limited, and largely exports primary products are agriculture or raw materials, mining products. Also the industrial products-export sources bring high profits back has not yet been utilized effectively or not yet built up a private brand, export is through other partners should commonly higher than the selling price of products of the same type of competition, ... In General is not yet properly effective investment with the potential to be available should a losing Vietnam export proportion.
Factors affecting efficiency of employees at thai binh shoes joint stock company. The work environment is used to describe the surrounding conditions in which an employee operates. The work environment can be composed of physical conditions, such as office temperature, or equipment, such as personal computers. The work environment can also involve the social interactions at the workplace, including interactions with peers, subordinates, and managers.
The effect of immediate feedback versus delayed feedback on efl students’ speaking performance. This study aims at finding out the effectiveness of the two ways of giving feedback to students’ mistakes in speaking lessons: immediate feedback and delayed feedback. The findings of the research are expected to enrich the literature in feedback in language teaching and EFL teachers to prove their teaching quality.
A Study On How To Improve English Intonation Of Van Tin Translation Company's Employees. The study aims to survey intonation factors that affect second language learners in Van Tin. Based on the findings, the report would present the good ways to improve intonation for Van Tin employees. Moreover, the report also gives the suggestion for Van Tin employees.
Vietnamese – English Translation Of Business Letters Problems And Causes. In Vietnam, the demand for reliable and competent translation resources is very high. Vietnam is accelerating its international integration with a focus on developing its economy and improving its position in the international arena. More and more students are enrolling in translation classes with a dream of becoming professional translators.
How to make pupils at SIU interested in learning English speaking. As stated before, we are aiming at creating an efficient English speaking period for students of Saigon International University. By attending the classes, we noticed that getting students to speak English in class is quite tricky especially to those who were reluctant to speak or express themselves in front of other people. Since then, we have been scanning through methods of teaching Speaking English and obtaining more new modern practices to help students deal with speaking problems.
Internship Report Recruitment Process In Human Resource Management
Across the whole of my internship, I gained several energetic help and guidance, which guided and encouraged me to counteract all obstacles and complete this challenging but valuable time. During the period of my internship work, I have received generous help from many quarters, which I like to put on record here with deep gratitude and great pleasure.
A study on difficulties and solutions in English listening skill of the second-year students in Faculty of Foreign
The study is done with the following aims:
Firstly, the study is carried out in order to survey the real state of teaching and
learning English listening skill in UTEHY so that I could work out the reasons for those difficulties.
Secondly, most students find it difficult to learn listening skill so I would like to find the common difficulties that the students face when they learn English listening skill
at UTEHY.
Finally, because of the difficulties, many students are not interested in learning and practicing this skill at the class, therefore the study would like to suggest some possible solutions to those difficulties. They will be very helpful for the teachers to motivate their students in listening classes. These suggestions also wish to help the students catch up with the speed of a normal conversation in the real life so that they can improve their communication competence.
Tải luận văn thạc sĩ ngành ngôn ngữ anh với đề tài: Improve speaking skill of first-year English majors at Haiphong Management and Technology University by shadowing method.
An Investigation Into Analysis English Compound Nouns And Vietnamese Equivale...mokoboo56
An Investigation Into Analysis English Compound Nouns And Vietnamese Equivalence.doc
Dịch vụ hỗ trợ viết đề tài điểm cao – LUANVANTRUST.COM
Zalo / Tel: 0917.193.864
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Luận văn Quản trị quan hệ khách hàng tại Chi nhánh Viettel Đà Nẵng – Tập đoàn Viễn thông Quân đội.các bạn có thể tham khảo thêm nhiều tài liệu và luận văn ,bài mẫu điểm cao tại teamluanvan.com
Luận văn Đề Tài Đánh giá thành tích đội ngũ giảng viên trường Đại Học Phạm Văn Đồng.các bạn có thể tham khảo thêm nhiều tài liệu và luận văn ,bài mẫu điểm cao tại teamluanvan.com
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Mẫu Báo Cáo Thực Tập Trợ Giảng Tại Trung Tâm Ngoại Ngữ, 9 Điểm.docx
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PEOPLE’S COMMITTEE OF DONG NAI PROVINCE
DONG NAI UNIVERSITY
FOREIGN LANGUAGE FACULTY
AT BABY SKILLS EDUCATION CENTER
ASSIGNMENT FOR TRANSLATION
HOW TO BE A GOOD ENGLISH TEACHING ASSISTANT FOR KIDS
IN BABY SKILLS EDUCATION CENTER
Advisor’s name:
Student’s name:
Class:
Academic years: 2019 - 2022
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CƠ QUAN/ĐƠN VỊ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
……………………. Độc lập – Tự do – Hạnh phúc
……………………. =============
………………., ngày ……. tháng ……. năm ….....
GIẤY TIẾP NHẬN SINH VIÊN THỰC TẬP
Cơ quan / Đơn vị:...................................................................................................................
Địa chỉ:.................................................................................................................................
Điện thoại: ……………………………….. Fax: .....................................................................
Đồng ý tiếp nhận anh / chị: ……………………………Ngày sinh:………………
Là sinh viên trường Đại học Đồng Nai, khoa Ngoại ngữ:..........................................................
Chuyên ngành:.......................................................................................................................
Làm việc tại bộ phận:………………………………… của cơ quan / đơn vị chúng tôi trong thời
gian ………tháng, kể từ ngày …………………đến ngày.........................................................
Với nhiệm vụ:........................................................................................................................
Anh / Chị sinh viên lao động thực tế tại Cơ quan / Đơn vị chấp hành đúng nội qui kỷ luật và
phân công của Cơ quan / Đơn vị.
Xác nhận của Cơ quan / Đơn vị
(Ký và ghi rõ họ và tên, chức vụ, đóng dấu)
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CƠ QUAN/ĐƠN VỊ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
……………………. Độc lập – Tự do – Hạnh phúc
……………………. =============
………………., ngày ……. tháng ……. năm….....
PHIẾU NHẬN XÉT THỰC TẬP
Họ và tên:…………………………………………….Sinh năm………………….
Là sinh viên lớp:…………………………. Khoa Ngoại ngữ: ……………………
Trường Đại Học Đồng Nai.
Lao động tại:.............................................................................................................................
Nhận xét của Cơ quan / Doanh nghiệp: (Quí Cơ quan / Doanh nghiệp có thể nhận xét theo
các tiêu chí sau: Chấp hành nội qui, kỷ luật,giờ làmviệc, chấp hành phân công, tinh thần, thái
độ lao động, khả năng ứng dụng kiến thức chuyên môn vào công việc cụ thể.)
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
Họ và tên người nhận xét:
......................................................
Chức vụ:.......................................
(Ký tên, đóng dấu)
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UBND TỈNH ĐỒNG NAI CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
TRỪƠNG ĐẠI HỌC ĐỒNG NAI Độc lập – Tự do – Hạnh phúc
-------------------------- ----------------------------
BIÊN BẢN CHẤM BÁO CÁO THỰC TẬP
Họ và tên sinh viên: ..........................................................................................................
Sinh ngày:………………Lớp:…………….. Khoa;.....................................................
Điểm chấm từng phần:
STT Mục Điểm STT Mục Điểm
1 Company’s comment 7 Structures
2 Format 8 grammar
3 Introduction 9 Spelling
4 Overview 10 Bonus
5 Content
6 Conclusion
Cộng Cộng
Điểm tổng cộng: ……………. (in written: ………………………………….)
Nhận xét chung:
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
Ngày ………tháng…….. năm………….
Instructor’s signature
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TABLE OF CONTENTS
Student’s name: ..................................................................................................................i
I.INTRODUCTION ..........................................................................................................1
II.GENERAL INFORMATION ABOUT BABY SKILLS EDUCATION
CENTER..............................................................................................................................1
2.1 Introducing about Baby skills education center ..................................................1
1.2 Vision and mission......................................................................................................1
1.2.1 Vision.......................................................................................................................1
1.2.2 Mission....................................................................................................................2
1.2.3 Core Values.............................................................................................................2
1.2.4 Approach.................................................................................................................3
1.3 Structural organization .............................................................................................4
III.INTERNSHIP PROCESS AT BABY SKILLS ENGLISH SCHOOL ............5
3.1 Work assignments.......................................................................................................5
3.2 Translation in Teaching Assistant...........................................................................5
3.2.1 Family in Western Culture....................................................................................5
3.2.2 Names in Western Culture....................................................................................6
3.2.3 English Greeting.....................................................................................................7
3.2.4 Linking Sounds in English....................................................................................9
3.2.5 Order of Components in English....................................................................... 11
3.3 Problems Relating Translating English into Vietnamese ............................... 14
IV. CONCLUSION ........................................................................................................ 16
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4.1 Summary ............................................................................................................... 16
4.2 Lessons learned....................................................................................................... 17
4.2.1.New skills acquired and skills improved ......................................................... 17
4.2.2 Management techniques observed. ................................................................... 17
4.2.3. Classroom skills employed ............................................................................... 18
4.2 Recommendations.................................................................................................... 19
10 MẪU OUTLINE REPORT TIẾNG ANH
https://baocaothuctap.net/de-cuong-bao-cao-thuc-tap-ngon-ngu-anh/
7. 1
I.Introduction
II.GENERAL INFORMATION ABOUT BABY SKILLS
EDUCATION CENTER
1.1 Introducing about Baby skills educationcenter
Baby skills education center was firstly opened on 20th March, 2015 at the
main campus at No. 3, An Chu hamlet, Bac son Commune, Trang Bom district,
Dong Nai province
Just two years and a half after the openning date, Baby skills education center
has developed three more campuses in the same district - the second opened in
April 2016, the third in January and the fourth in May 2017- and thus raised the
total quantity of students from 800 in 2015 up to 4,415 in 2017 over the four
campuses. This fast enlargement of Baby Skills Education Center has marked it as
the biggest English Language School System in Bac son Commune, Trang Bom
district, Dong Nai province till this moment.
1.2 Vision and mission
1.2.1 Vision
Baby skills education center leads our students to achieve measurable
progress in communicative competence and provides an interactive and stimulating
learning environment based on the use of communicative approaches, creative
instructional practices, technology-related resources, and goals aligned with
students’ linguistic, cultural and academic growth.
Baby skills education center fosters an international English learning
environment for students. Baby skills education center embraces this vision
through partnership with other advanced English schools abroad and send our
students to those for cultural exchanges and study experience in an English-
speaking environment.
Baby skills education center will recruit and train TESOL teachers for
8. 2
enhancing quality of teaching English at the school as well as promoting
professional development for the community. Since 2018, Baby skills education
center will promote partnerships with reputable foreign education providers to
organize internationally English learning courses for the students.
1.2.2 Mission
Provide quality programs for learners with general or specialized English
needs and goals;
Develop and conduct high quality English proficiency assessment;
Empower students to become full paticipants in the school through excellent
instruction in language, study skills and cultural awareness;
Contribute to the advancement of TESOL profession;
Serve the local people, helping them improve their English skills to gain
their future goals;
Assist students with their academic and non-academic needs and connect
them to other resources of Baby skills education center.
Prepare and equip students with academic knowledge as well as essential
soft skills so that students can satisfy education providers’ requirements and
quickly fit in international environment.
Be students’ companion during their study life from the very first step of
preparation to the end of their courses.
Guarantee to create greatest values for Baby skills education center
partners.
1.2.3 Core Values
Respect: Respect maintains all kinds of relationships. We value and respect
each other and everyone we come into contact with.
Learning: We are committed to life-long learning. We provide opportunity
9. 3
for growth in a caring, motivational and professional environment.
Achievement: Success requires hard work and courage. We acknowledge
the factors impacting achievement; we recruit professional staff, invest in up-to-
date technologies and actively engage our students in learning.
1.2.4 Approach
Baby Skills has focused on the learner-centred approach because of the
following reasons:
Learner-centered teaching indicates explicit skill instruction.
Learner-centered teachers guide students how to think, solve problems,
evaluate evidence, analyze arguments, generate hypotheses—all those learning
skills essential to mastering material in the discipline. Research consistently
confirms that learning skills develop faster if they are taught explicitly along with
the content.
Learner-centered teaching encourages students to reflect on what
they are learning and how they are learning it.
Learner-centered teachers talk about learning. In casual conversations, they
ask students what they are learning. In class they may talk about their own
learning. They challenge student assumptions about learning and encourage them
to accept responsibility for decisions they make about learning. The goal is to
make students aware of themselves as learners and to make learning skills
something students want to develop.
Learner-centered teaching encourages collaboration.
It sees online or face-to-face classrooms as communities of learners.
Learner-centered teachers recognize that students can learn from and with each
other. Certainly the teacher has the expertise and an obligation to share it, but
teachers can learn from students as well. Learner-centered teachers work to
develop structures that promote shared commitments to learning. They see learning
10. 4
individually and collectively as the most important goal of any educational
experience.
1.3 Structural organization
Chairman and General Director
Executive Director
Campus
1
TEACHERS
Academic Director
Campus 1 Campus 1 Campus 1
11. 5
10 MẪU NHẬT KÝ THỰC TẬP TIẾNG ANH
https://baocaothuctap.net/nhat-ky-thuc-tap-bang-tieng-anh/
III.INTERNSHIP PROCESS AT BABY SKILLS ENGLISH
SCHOOL
3.1 Work assignments
Teaching Assistant’s work:
Helping Vietnamese and native teachers make plans for lessons.
Arrange and making sure that needed teaching facilities do work.
Controlling classroom and taking attendance.
Helping Native teachers interpret and communicate with students.
Translating other document for Baby skills education center.
Doing decoration works :
Making decoration items with various topics such as places, jobs,
feelings,… by papers and fabric.
Decorating classroom to provide students with active environment.
Helping teachers prepare the festival celebration.
Tiding up the storage room.
3.2 Translation in Teaching Assistant
3.2.1 Familyin Western Culture.
The lesson for Native teacher today is Family in Solutions 2nd Ed -
Elementary – Student Book. Thus he needs translating into vietnamese for the
teenagers
In English language, “Grand” used to form nouns indicating that someone is
12. 6
two generations away, for instance, grand-mother, grand-father, grand-parents,
grand-son, grand-nephew, grand-aunt. Actually the “Grand” means “to, lớn”, thus,
when it connect to mother to make “Grand-mother”, we have the meaning is “Bà
nội (Bà ngoại)”; or “grand-father” means “Ông nội (ông ngoại);... it seem to be
reasonable. However, when we use “grand-son” meaning “cháu trai” that is
different from “Grand” meaning “To, lớn”, because “cháu trai” is lower level.
Moreover, Relationships with in-laws play the important role in individuals’
lives in which most Americans consider relationships with in-laws important. The
in-law tie involves a formal demarcation not evident in friendships or many other
ties, a discrete ritual—the wedding. Before the marriage, the people may have a
relationship, but the “in-law” label is conciliated when the spouses get married.
For instance, picture 3.1 shows that Owen and Kate are James’ and Sarah’s
parents. Then James married to Emma and Sarah married to Elliot, as the result,
Emma becomes Owen’s and Kate’s daughter in-law and Elliot becomes Owen’s
and Kate’s son in-law. They have relative relationship by marriage.
3.2.2 Names in Western Culture.
In the toher class, native teacher also teach solution book, and the topic
today is Names in English .
English names are used in England including a given name, commonly
referred to as a first name or Christian name, and a family name called surname
which is most commonly patrilineal, also referred to as a last name. Moreover,
some of these being often referredto as a middle name.
Picture 3. 1: Meeting People (Page 4) - Solutions 2nd Ed - Elementary –
Student Book
13. 7
Solution Textbook have mentioned English Names I some first lessons.
Most given names used in England do not have English etymology such as: José,
Agnieszka, Martin, ... However, their names are quite complicated to write down.
Thus, the Westerners have to spell their names whenever they introduce
themselves.
Moreover, surnames always go after first-name. For instance, a Chinese Zhihao
who lives in Britain with his wife Hua and son Joshua says: “In western countries,
if we say Tony or George, people will never know whom I am talking about. But,
if I say Blair or Bush, they all know I am talking about the top leaders of two
developed countries. But in Vietnam, if you say Nguyen, Ly, Tran, ...., which are
very popular surnames with millions of the population sharing each one, people get
lost about who you are referring to, even though the speaker wants to mention to
“Nguyen Tan Dung, Ly Thuong Kiet, Tran Hung Dao”. Similarly, in a smaller
context, like in a small work unit, we use surnames a lot, but English people by
contrast use first names instead. So, we may notice in England that every shop,
every company has a Sarah, Jenny, Tom, Elizabeth, or even maybe two.”
3.2.3 English Greeting.
Next class, the native teacher taught the topic “Greeting”
In English languages and culture, the same word or gesture is used to greet
14. 8
and make farewell. Moreover, English usually bow and handshake whenever they
greet and leave taking.
Greeting is an act of communication in which people intent to make their
presence known to each other, to show attention to, and to suggest a type of
relationship or social status between individuals or groups of people coming in
contact with each other.
This is the first lesson in Solution 2nd Ed – Elementary that introduce the
learners how to introduce themselves, how to make friends, how to deal with their
peers, juniors and seniors.
For example, Mr., Mrs., Ms. and Miss are titles that are used before
surnames or full names as a sign of respect. Speakers should know clearly about
these terms, to make sure that speakers can use them correctly in their
conversation.
In western culture, Mr. is an abbreviation for Mister, a title used before a
surname or full name of a male, even though he is married or not., it is pronounced
like the word Mister. The abbreviation Mr. has been in use since the fifteenth
century, it is a variant of the word master. Master is still occasionally used as a title
for a boy, there is no abbreviation.
Mrs., an abbreviation for the word Missus, is a title used before a surname
or full name of a married female that is pronounced like the word Missus. The
abbreviation Mrs., a variant of the word mistress., has been in use since the
sixteenth century.
Ms., an abbreviation of mistress, is a title used before a surname of full
name of a female if she is married or not. Ms., a portmanteau of the words Miss
and Missus, has been in use since the 1950s. The title of Ms. was popularized by
Ms. magazine in the 1970s.
In addition, it is very crude if asking western women’s age without reasons.
Women prefer someone roughly around their own age. Before 30, they’re looking
15. 9
for slightly older men; once they hit 30, they are interested in someone slightly
younger.
To sum up, the stranslator must be careful when translating to women in
English. We must translate their titles in polite and correct ways, even though we
know and do not know their mariage status.
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16. 10
3.2.4 Linking Sounds in English
One of the most important factors affectong to translation and interpretation
is linking sounds. Linking sounds in English is a major reason that casual English
is so difficult for non- native speakers. When native teachers speak fast or
accidentally, they link sounds and words together. Linking is a way of joining the
pronunciation of two words so that they are easy to say and flow together
smoothly. In English there are different ways that this happens.
For instance, the sentence: “My cousin lives in the US” in picture 4.10, we
can link the sound “Z” of the word ‘lives” with “I” of the word “in”, thus we have
“zin” when speaking.
Picture 3. 2: Practice Speaking (Page9) - Solutions 2nd Ed - Elementary
– Student Book
Consonant links to Vowel is very popular in Spoken English. When a word
ends in a consonant sound and is followed by a word that starts with a vowel
sound, the speaker should push that consonant sound forward and connect it to the
vowel in the next word.
For Examples
“Stop it” –> “Sto pit” [STA pit]
“I need it” –> “I nee dit” [aiy NIY dit]
“Play a song” –> “Play ya song”[pley yə Sɑŋ]
“Read a book” — “Rea da book”[RIY də bʊk]
As the result, the translator must be familar to native teachers’ voice and
17. 11
intonation. It is totally different from Vietnamese, thus, it makes the translate
confused in some situations.
3.2.5 Order of Components in English
When translating and interpreting, the learner should coonsider the rules in
English. It is sometimes diffrent from Vietnamese.
For instance, to examine the ‘syntactic’ aspects of compounds, we focus on
two complex factors. The constituent internal phrases are able to be discerned as
syntax in which the syntactic properties and the positions in the sentence is
considered. So finding the syntactic properties of the adjective is advantageous.
Adjectives in Adjective Phrases through the features are evaluated, as in some
articles of climate change from theguardian.com listed below.
For syntactic function, basically, English adjectives have two most popular
positions in a sentence. One is before a noun when the adjectives modify for the
noun coming after them; and for syntactic function, not so complicate as English,
Vietnamese adjectives almost always come after nouns. Consequently, In
Vietnamese, it is usual for an adjective come after a noun while in English, it is
unusual for some adjectives to come after verb
Table 3. 1: Syntactical features of Compound Words in “Australian trees 'sweat' to
survive extreme heatwaves, researchers reveal” in English and Vietnamese
equivalents
Modifier + Head Noun = Compound
Australian (1)
Thuộc về Úc
Tree (2)
Cây
Australian tree
(1) (2)
Cây cối ở Úc
(2) (1)
Extreme (1) Heatwaves (2) Extreme heatwaves
18. 12
Vô cùng Sóng nhiệt (1) (2)
Sóng nhiệt vô cùng
(2) (1)
Year-long (1)
Một năm dài
Experiment (2)
Kinh nghiệm
Year-long experiment
(1) (2)
Kinh nghiệm một năm dài
Native (1)
Tự nhiên
Forests (2)
Rừng
Native forests
(1) (2)
Rừng tự nhiên
(2) (1)
Increased (1)
Gia tăng
Frequency (2)
Tần số
Increased frequency
(1) (2)
Tần số gia tăng
(2) (1)
Ambient (1)
Xung quanh
Temperature (2)
Nhiệt độ
Ambient temperature
(1) (2)
Nhiệt độ xung quanh
(2) (1)
Annual (1)
Hàng năm
Temperatures (2)
Nhiệt độ
Annual temperatures
(1) (2)
Nhiệt độ hàng năm
(2) (1)
19. 13
Accurate (1)
Chính xác
Modelling (2)
Mô hình hóa
Accurate modelling
(1) (2)
Mô hình hóa chính xác
(2) (1)
Order of components in English compounds and their Vietnamese
equivalents is considered much different. This is affected by the position of
modifiers in English and Vietnamese noun phrase.
According to the above table, the words or the compounds which play role
as modifier are usually placed before head noun, called premodifier. While the
premodifiers are placed after the head noun in Vietnamese.
However, there are modifiers are placed after head noun in English, the
same in Vietnamese.
The connection of adjective and noun makes the compounds that take the
compounding process in which words are already well formed. These compounds
are done to accomplish the morphological process that create another well-formed
syntactic structure. Thus, it is reasonable to regard the component as Syntactical
features of the adjective plus noun construction.
Following the way to translate, there are a difference between Vietnamese
compound and English compound. To the meaning of both of compounds are not
different. However, about syntactical features are different. In English adjective
goes before noun to modify noun. As the result of this, the translation start with
head noun first, then the modifier adjective later.
Most importantly and grammatically, when being a modifier, adjectives of
English and Vietnamese occur at two opposite sides of the noun. English
adjectives usually come before the noun, and this situation is the reverse of that in
Vietnamese. According to linguists, it is because of Vietnamese grammar’s
flexibility which is influenced by Eastern-oriented culture, following the natural
20. 14
and logical thinking of human beings. That is why, when producing phrases in
general and noun phrases in particular, Vietnamese people have a great tendency to
put what they first think of or what is more important at the beginning places.
Moreover, there are the same between way to make compounds while
putting words by words to have a compound. However, the meaning is not totally
same as the roots.
3.3 Problems Relating Translating Englishinto Vietnamese
Firstly, the english words are very complicated because of variety of its
structures in English as above analysis that are both the same and different from
Vietnamese. Every compound word exists inside a defined structure with its own
agreed upon rules. The complication and peculiarity of this framework directly
correspond to the troubles of translation. As a result, interpreters and translators
regularly have to accrete, decrease, and change around source words to effectively
communicate in the English language.
Secondly, the English compounds are formed by connecting two or more
than two words, but the comprehensive meaning of the compounds cannot
reverberate the meaning of its constituent words. The words can be divided into
three separate groups. The first group means precisely what its meaning contains.
while the second group means only half of what its meaning contains. Moreover,
the third group shows meanings that presents nothing to do with the meanings of
the separate words involved. there are a lot of hyphenated compounds with two
words or more than two words in which teaching translating English compounds
requires more skill in reading and to be good at vocabulary as well. It means that
the verbs go with a preposition will make different meaning against the root. there
are variety of meaning of the compounds that make learners and translators
confused when learning from these. The same word may mean multiple things
depending on where it’s placed and how it’s used in a sentence.
21. 15
Thirdly, difference between vietnamese intonation and native speakers’
intonation makes translators confused when translating and interpreting. As in the
case of several Asian languages, Vietnamese have trouble pronouncing words
ending with consonants; so naturally, learners are usually very confused with final
consonants and thus end up deleting or substituting most of them.
Fourthly, English language is closely connected with different socio-
economic and cultural factors that cause foreign students in trouble for their
translation. The English language and the Vietnamese one are far different because
“English words are polysyllabic, with most words containing one to five syllables”.
The differences between the English language and Vietnamese language in term of
word formation, mainly words in use trouble Vietnamese learnerss for language
translating and learning in Vietnam context.
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IV. CONCLUSION
4.1 Summary
Vietnamese and English are two languages with so many distinctive
different features. However, there are some similar characteristics in word
formation and use. This study presents the variety of word forms in English. In
addition, there are some of the similarities and differences in these aspects that
helps students to better understand clearly the two languages.
As the result, the users can enrich their English in their teaching, translating,
interpreting and learning. There are some major implications to teach translating
English. First, when beginning to translate a complexity and a multiple meaning
words, the teachers should show their students the ways to identify structures and
components. Moreover, teacher lead students to translate technical texts. It means
that the teachers help students to familiarize with context they are going to
translate. Moreover, this is the difference between culture that the translator learn
more social knowledge to support translation job.
Generally, English language have different features such as locative,
comparison, manner, material and temporal meaning that requires more skills of
the syntactic feature and the semantic feature from the translators and interpretors.
While grammatical structure can be divided, English are considered as solid blocks.
In addition, English has specialized meanings, becuase some of them have
idiomatic status. This feature also causes many troubles for the translators. So, we
must pay attention to this feature. Let’s continue by figuring out how many types it
consists. In term of formal classification, there are three types with many kinds of
english part of speech such as noun, verb, adverb, and adjective..... thus english
words are made into many forms such as the closed form, in which the words are
mixed together; the hyphenated form; and the open form.
To sum up, language is a diverse tool for human to learn and translate
because of its variety of word forms. Thus, it requires all english learners study
23. 17
carefully to meet its difficulties. In addition, teaching assistant plays an important
part in assisting students to learn more effectively. Perhaps, the report is very
useful to present all aspects about english translation that brings some knowledge
which translators and interpretors can apply to their jobs.
4.2 Lessons learned
4.2.1.New skills acquiredand skills improved
Taking note skill
In the internship, I had to deal with tasks including lots of information, so I
had to get used to with taking notes in order to advoid missing main points of those
tasks.
Communication skill
I learnt to communicate, express and convey my thoughts as well as
information percisely. I also learnt how to interact effectively with colleagues, host
teachers and students,too.
Problem solving skill
In my internship, I did learn and accumulate experience on problem-solving
skill. For example, when I experienced an electrical loss, I had to make an idea to
handle the situation. Hence, I made a suggestion that students had better be
gathered in the main hall and sang an English song together. This boosted the
classrooms’ atmosphere and helped children learn English through that songs.
Teamwork
I had an opportunity to learn how to share works with my colleagues so as
to accelerate appointed assignments. This was also considered to be an ideal way
to deal with workload by taking advantages of members’ strength points.
4.2.2 Management techniques observed.
Throughout the internship period, I learnt the time management techniques
from my director. There were 2 main techniques to keep management successful :
24. 18
Making To-do-list
Making a list concluding all the tasks that needed finishing helped me to
increase productivity in work performances and keep myself motivated. Besides ,
this gave me a hand in remembering all the daily tasks.
Prioritizing works
This type of technique helped me to notice which work should be done first
and ones should be done afterwards. It helped me to order tasks with different
priorities.
Improving translation and interpretation
The most important skills that I have improved much are translation and
interpretation. When working with native and vietnamese teachers, I leant a lot
from them. they taught me how to translate well, as well as explaining me the
complicated issues in translation. The native teachers also help me know more
about their culture to make sure that I can be good translator in the future.
4.2.3. Classroom skills employed
Teamwork
First of all, I can say that teamwork is a huge part of the university life. As
you may kown, I have to get along with a variety of people while I was performing
the internship. I needed to take others’ opinions into account and make sure that I
considered them when making a decision. Effective teamwork and collaboration
not only helped me with efficiently completing missions but also broaden my
horizons to ideas or solutions that I had never known.
Presentation
Presentation skill is one of the most crucial skills that I obtained a thorough
in-depth instruction and practice while I was studying at Dong Nai unniversity.
This skill turned out to be very helpful during my internship at Smart Bee English
Center as I could be confident to stand in front of plenty of students as well as
25. 19
teachers to talk about my ideas successfully. I personally think that it was a result
from practicing presentation hundreds of time and accumulating valuable
techniques at Dong Nai university.
The ability to accept and learn forn criticism
To improve performances well in the future, I need to learn ways of
accepting the criticism. “Constructive criticism is never an insult” is what I learnt
from my university lecturers. I noticed that criticism was always the best feedback
to what I had done and it always did teach me a lesson.
4.2 Recommendations
Solution 1 : Use adaptation
The teachers should adapt their lessons in Vietnamese context besides
teaching their culture and western-country contents in English books. The
adaptation will attract Vietnamese students to their teaching. It will be better to
make Vietnamese students understand their lessons..
Solution 2: use more visual aids
To teach the teenagers, the teachers should use manay visual aids that are
effective to attract their students’ attention. The visual aids also helps students to
remembers new words clearly and directly in which theteacher do not need to
explain or translate into Vietnamese much.
Solution 3: Baby skills education center should recuite 3 teaching assistants
more.
As a teaching assistant help all teachers prepare for lessons by preparing
resources, or putting out equipment at the start of a lesson. The teaching assistant
also help native teachers translate into Vietnamese for the students in some cases.
They support students to engage in learning and stay on task during the lesson or
activity, as well as supporting the social and emotional development of the
students, then, they can report issues as necessary to the supervisors; somtimes,
26. 20
they are students’ friends that help the, manage challenging behaviour, as well as
guiding and monitor the students’ progress.
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