PhamNguyenNguyenTran IR NHGD

VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
FACULTY OF ENGLISH LINGUISTICS & LITERATURE

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INTERNSHIP REPORT
Specialisations English Linguistics & Language Teaching

Supervisor Cao Thị Phương Dung, Ph.D.
Student’s name Phạm Nguyễn Nguyên Trân
Student Code 1957011198 Group: CLC4
Course Internship 2 Class Code: 19CLC05
Total Score In figures In words
Instructor (Signature & full name)
Ho Chi Minh City, January 6th, 2023
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TABLE OF CONTENTS
AKNOWLEDGEMENTS .................................................................................................... 1
FINAL EVALUATION BY SUPERVISOR ....................................................................... 2
[A1] TEACHING ASSISTANT EVALUATION ............................................................... 3
[A2] CLASS OBSERVATION REPORT ........................................................................... 4
[A3] LESSON PLAN ........................................................................................................... 9
[A4a] MICROTEACHING EVALUATION ..................................................................... 22
[A4b] MICROTEACHING EVALUATION ..................................................................... 23
[A5] REFLECTION PAPER ............................................................................................. 24
Appendices (if any) ............................................................................................................ 28
[C1] XÁC NHẬN THAM DỰ TẬP HUẤN NGHIỆP VỤ ............................................... 30
[C2] XÁC NHẬN THAM GIA KIẾN TẬP....................................................................... 31
[C2] XÁC NHẬN GẶP GIẢNG VIÊN HƯỚNG DẪN .................................................... 32
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AKNOWLEDGEMENTS
I would like to express my special thanks and deep appreciation to my supervisor -

Dr. Cao Thị Phương Dung, whose brilliant comments, thorough suggestions, and
encouragement assisted me through all the stages of completing this report.
I would also like to extend my gratitude to Mr. Võ Huỳnh Thanh for giving our
group permission to hold the microteaching session in the class with which he was in
charge.
I would like to give my family the warmest thanks and most profound gratitude for
their love, care, patience, and sacrifices. To my groupmates Minh Thư, Bích Toàn, and
Ngọc Vương, who are also my dearest of friends, your friendships, support, empathy, and
sense of humor will forever be cherished. My heartfelt thanks.
Lastly, the completion of this undertaking would not have been possible without the
participation and assistance of so many other people whose names may not all be listed.
Their contributions are sincerely appreciated and gratefully acknowledged.
BAO CAO THUC TAP CHUYEN MON – CN NH-GD 1


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FINAL EVALUATION BY SUPERVISOR
Student’s name: Phạm Nguyễn Nguyên Trân Student ID: 1957011198
No. ASSESSMENTS (A) & CHECKLISTS (C) SCORE Note

1. A1: TEACHING ASSISTANT EVALUATION ___/2.0
2. A2: OBSERVATIONS (4) ___/1.0
3. A3: LESSON PLAN ___/2.0
A4a: MICROTEACHING EVALUATION BY
SUPERVISOR Point Average:
4. ___/2.5
A4b: MICROTEACHING EVALUATION BY (A4a+A4b)/2
TEACHER IN CHARGE
A5: REFLECTION PAPER:
5. ___/2.5
(1) Teaching Assistant + (2) Microteaching
C1: XÁC NHẬN THAM DỰ CHUYÊN ĐỀ trừ 0,5 điểm / hoạt
6. C2: XÁC NHẬN THAM GIA KIẾN TẬP động nếu SV
C3:XÁC NHẬN GẶP GVHD không tham gia
TOTAL SCORE _____10
Other comments:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Suggestions for improvement of the practicum portfolio:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
HCMC,____________________
Supervisor
(Signature & full name)


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[A1] TEACHING ASSISTANT EVALUATION
TA’s name: ……………………………………… Student Code: …………………
Evaluator’s signature over full name: ……………………………………………………
Starting date: ……………… Ending date: ………………. Venue: …………………….
Please rate students’ teaching assistant performance in each of the scales below:
1 = Unsatisfactory, 2 = Improvement needed, 3 = Meets expectations, 4 = Exceeds expectations, 5 = Exceptional
No. ASSESSMENT CRITERIA POINTS
1 Supporting teachers 1 2 3 4 5
2 Supporting students 1 2 3 4 5
3 Managing students 1 2 3 4 5
4 Cooperating with other TAs 1 2 3 4 5
5 Showing good communication skills 1 2 3 4 5
6 Being punctual 1 2 3 4 5
7 Having appropriate behavior 1 2 3 4 5
8 Showing positive attitudes 1 2 3 4 5
9 Dressing properly 1 2 3 4 5
10 Overall quality of work 1 2 3 4 5
SUM (= Total points x 0.04) ______/2

Evaluator’s Comments:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
HCM City, …………………………,
Verification of the Institution
(Signature over full name with official seal)


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[A2] CLASS OBSERVATION REPORT
Student’s name: Phạm Nguyễn Nguyên Trân

Student Code: 1957011198
Class: NHGD1
Group number: CLC4
Supervisor’s name: Cao Thị Phương Dung, Ph.D.
CLASS OBSERVATION 1
Subject: Listening-Speaking B1
Class: 2211NVA18701
Date: 01/12/2022 Time: 6-10
Room: D301
Teacher’s name: Võ Huỳnh Thanh
DESCRIPTION OF STUDENTS
Motivated, analytical, studious, proactive, and focused.
Motivated, analytical, studious, proactive, and focused.
AIMS AND OBJECTIVES

● Aims:
During the lesson, the teacher will provide students with:
- Vocabulary related to wildlife habitats and conservation
- Skills of listening for main ideas and specific details
- Skills of identifying the necessary information before listening
- Practice of multiple choices and fill-in-the-blanks listening exercises
- Practice of speaking about wildlife habitats and conservation
● Objectives:
By the end of this lesson, students will be able to:
- Derive word meaning from written context
- Apply vocabulary from the lesson to talk about wildlife habitats and conservation
- Listen for main ideas and specific details
- Identify the necessary information before listening
- Talk about wildlife habitats and conservation
DESCRIPTION OF ACTIVITIES
- The teacher checked students' homework presentations.
- The teacher let students watch the video on page 135 and asked students related questions.
- The teacher had students describe the picture on pages 142-143.
- The teacher had students practice communicating exercises A, B, and C on page 144.
- The teacher had students practice vocabulary exercise A on page 145.
- The teacher had students listen to the audio and do related exercises F and G on page 147;
exercise H on page 148; and exercise I on page 148.
- The teacher had students practice communicating exercise K on page 150.
- The teacher had students discuss exercise I page 149.
- The teacher had students read and discuss exercise A page 153.
- The teacher explained words Ss need to pay attention to for exercise A page 154.
- The teacher had students watch a video and do exercise E on page 156.
- The teacher had students watch a video and do related exercises F and G on page 157.
- The teacher had students listen to the audio and do pronunciation exercises on page 152.
DISCUSSION OF METHODS AND TECHNIQUES USED (APPROPRIACY,

EFFECTIVENESS, PRACTICALITY, etc …)
● Methods and techniques used

- The Communicative Language Teaching method was used.
- The teacher only gave students the meaning of the vocabulary without much elicitation or
further consolidation activities.
- The teacher did not give students the chance to practice using intonation with pronunciation
activities.
● Appropriacy, effectiveness, and practicality

- Students were encouraged to interact and practice with classmates or the teacher during
speaking activities to earn bonus points.
- The teacher gave students lots of tips for improving their speaking skills.
- The teacher’s frequent use of the whiteboard, laptop, and screen might make students
passive.
- The teacher’s application of ICQs was inadequate.
CLASS OBSERVATION 2
Subject: Grammar 1 - B2
Class: 2211NVA063.101
Date: 06/12/2022 Time: 1-5
Room: D301
Teacher’s name: Đồng Như Tiến
Studious, analytical, reactive, and focused.
AIMS AND OBJECTIVES

● Aims:
- Grammar points, usage, and examples of modals
- Practice of using modals to express necessity, prohibition, obligation, and expectation
- Practice of using modals to express regret and criticism
- Practice of using modals to express ability in the past, present, and future
● Objectives:
- Use modals in speaking, reading, listening, and writing
- Use modals to express necessity, prohibition, obligation, and expectation; regret and
criticism
- Use modals to express ability in the past, present, and future
- The teacher explained the grammar points and usage of modals.
- The teacher instructed and had students do the exercises in the textbook.
- The teacher explained the differences between modals by correcting the exercises.
- The teacher assigned new materials for further explanation and practice.

• Methods and techniques used
- Grammar Translation method and Communicative Language Teaching method were used.
- The teacher assigned more exercises using additional materials to help students memorize
the lesson better.
• Appropriacy, effectiveness, and practicality

- Students were encouraged to do exercises, participate, and volunteer activities to earn bonus
points.
- The teacher focused on the incorrect answers to help students realize their mistakes and how
to improve.
- Rather than assigning exercises for students to spend the majority of their time on, the
teacher should have arranged games or speaking activities to energize the class, reinforce
the lesson, and help students apply the lesson to real-life contexts.
CLASS OBSERVATION 3
Subject: Pronunciation
Class: 2210NVA10803
Date: 09/12/2022 Time: 6-10
Room: B4-001
Teacher’s name: Nguyễn Xuân Triều
Motivated, studious, proactive, and attentive.
AIMS AND OBJECTIVES

● Aims:
- Practice forming and distinguishing minimal pairs
- Practice of pronouncing words contained /ʊ/ - /u:/
● Objectives:
- Understand and form minimal pairs
- Identify, listen and pronounce /ʊ/ - /u:/ correctly
- The teacher provided students with handouts to use for the lesson.
- The teacher gave students the explanation of minimal pairs.
- The teacher asked students to go to the board and form minimal pairs from the words
provided.
- The teacher revised with students on pronouncing the long form and short form of minimal
pairs /ɪ/ - /i:/.
- The teacher focused on the pronunciation of vowels /ʊ/ - /u:/.
- The teacher let students listen to the audio of sentences containing /ʊ/ - /u:/ words.
- The teacher gave students more sentences containing /ʊ/ - /u:/ words.
- The teacher had students practice reading the sentences in groups in/out of class and then
invited students to read the words and sentences.
- The teacher gave students an audio of a conversation to listen then practice in groups.
- The teacher gave students a conversation containing /ʊ/ - /u:/ words for students to form
groups and role-play for bonus points.
- The teacher had students take a quiz in groups and then asked students to volunteer to write
their answers on the board for bonus points.
- The teacher showed students a paragraph including phonetics for students to practice.

- Analytic-linguistic approach and Intuitive-imitative approach were used.
- The teacher gave students lots of tips for improvement and corrections of pronunciation.
- The teacher assigned more exercises using additional materials to help students memorize
the lesson better.

- Students were encouraged to participate and volunteer to do activities to earn bonus points.
- The teacher focused on the incorrect answers to help students realize their mistakes and how
to improve.
- The teacher allowed students many chances of practicing pronouncing the sounds, both
inside and outside of the classroom; in groups, or by themselves.
CLASS OBSERVATION 4
Subject: Reading-Writing B1
Class: 2210NVA18602
Date: 15/12/2022 Time: 1-5
Room: C2-21
Teacher’s name: Võ Thị Mai Vy
Analytical, studious, reactive, and attentive.
AIMS AND OBJECTIVES

● Aims:
- Vocabulary related to the theme of the lesson
- Skills of identifying references and generalizations when reading
- Skills of applying references and generalizations when writing
- Practice of conducting a presentation and presenting using the knowledge of the lesson
- Practice of doing reading, writing, and speaking exercises using the knowledge of the lesson

● Objectives:
- Apply the vocabulary related to the theme of the lesson to real-life contexts
- Identify references and generalizations when reading
- Apply references and generalizations when writing
- Conduct a presentation and present using the knowledge of the lesson
- The teacher let students watch a video (Unit 09 - Searching for Genghis Khan) and asked
related questions to warm up.
- The teacher checked students’ vocabulary by letting them do a matching exercise in groups.
- The teacher gave Ss new vocabulary and definitions (in L1&L2).
- The teacher let students conduct a presentation summarizing the lesson's content
- The teacher had students read the passage from the book.
- The teacher asked students to go to the board and write their answers for exercise B (B.
Complete the chart below using the information from the reading passage) to earn stars
then corrected the answers.
- The teacher gave students a passage on the screen to practice reading for inference and then
asked students to volunteer to write the answers on the board to earn stars.
- Students read a passage and did inference exercise C with a partner and then asked students
to go to the board and write their answers for exercise C for earning stars and correction.
- The teacher taught: Fallacies - 1: Hasty Generalization “Drawing a conclusion based on a
small sample size”
- The teacher let Ss watch a video (DIRECTV commercial - Don't Wake Up in a Roadside
Ditch) and then asked students to give their opinions about the commercial to earn stars.
- The teacher explained more about generalization.
- The teacher let students do more exercises to practice.

- The Communicative Language Teaching method was used.
- The teacher used lots of examples to help students understand better.
- The teacher assigned more activities and exercises using additional materials to help students
memorize the lesson better.
- The teachers made use of videos to gasp students' attention and help them understand better.

- Students were encouraged to participate and volunteer to do exercises and activities to earn
stars.
- The teacher allowed many chances for practice by having students discuss and present.
- The teacher was very supportive and encouraging, making students active and eager to learn.


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[A3] LESSON PLAN

A. Students and Setting
STUDENTS:
● Age level: from 13 to 17
● Proficiency level: B1 - Intermediate
● Previous experience: Have learned English for at least 5 years (from kindergarten
throughout primary school), learning English as Second language (L1: Vietnamese)
● Characteristics: Eager to learn, imaginative, interested in concrete activities, attentive
SETTING:
● Type of institution: An English language center
● Class size: 15 students
● Frequency: Twice a week
● Schedule/Length of time: 45 minutes/lesson
● Lesson taught in a specialized classroom with a computer, a projector, a whiteboard,
movable desks and chairs
B. Lesson background
● Current lesson: Unit 5: Focus on Food - Lesson A: Listening to a Talk by an
Anthropology Professor
● Previous lesson: Unit 4: Weather and Climate - Lesson B: Listening to a
Conversation among Friends & Discussing Ways to Reduce Greenhouse Gases
● Next lesson: Lesson B: Listening to a Conversation between Students & Creating a
Description with Interesting Details
● Lesson focus: Listening skill
● Visual aids: Pictures, slides, and video clips
C. Aims and Objectives

● Aims:
- Vocabulary related to food
- Skills of listening for main ideas and specific details
- Skills of identifying the necessary information before listening
- Practice of multiple choices and fill in the blanks listening exercises
● Objectives:
- Derive word meaning from written context
- Apply vocabulary from the lesson in different contexts
- Listen for main ideas and specific details
- Recognize the techniques of completing multiple choice and fill-in-the-blanks
listening exercises
D. Materials and sources

Classbook: Becky, T. C. & Keith, S. F. (2013). Title of the textbook: Pathways 1:
Listening, Speaking and Critical Thinking. Publisher: Sherrise Roehr

E. Procedures
Anticipated
Stages &
Stage aim(s) Teacher’s activities Students’ activities problems &
Timing
Solutions
Warm-up (2 - Draw Ss’ - T explains that this is an individual Ss don't pay
minutes) interest to the activity, Ss raise hands to give their attention or
lesson answers and earn 2 bonus points. misbehave.
- Introduce the - T gives Ss 5 zoomed-in pictures of food - Ss try to guess to earn bonus → T asks Ss to
lesson topic from different cultures and asks Ss to guess points. pay attention
(cheese, durian, rice, pizza, banh xeo). and gives minus
- T gives bonus points to Ss who guess points if Ss
correctly. misbehave.
Lead-in - Give Ss an - T signals the students about the listening - Ss don’t pay
(3 minutes) outline of the lesson the class is practicing today. attention or
topic about - T shows Ss the 30-second trailer of the - Ss watch the video. misbehave.
food documentary television series “EAT: The → T asks Ss to
- Give Ss Story of Food” by National Geographic. pay attention
practice of - T summarizes the content of the video by - Ss give opinions on what the topic and gives minus
listening for asking Ss to give opinions on what the of the lesson will be about (Food). points if Ss
main ideas topic of the lesson will be about (Food). misbehave.
- T asks the class about a few foods T - Ss answer. - Ss are too shy
thinks most of them like. For example: to give opinions.
How many of you like ice creams? → T encourages
- T then asks the class about some foods T - Ss answer. Ss to participate.
thinks Ss will not like or find strange. For
example: How many of you like frog legs?

How about old cheese? Do you like that?
- T tells Ss they will learn about some
interesting kinds of food in this lesson.
Pre- - Enhance Ss’ - T gives Ss handouts of Exercise A (p.84). - Ss fail to
listening: ability to - T directs Ss’ attention to the 3 photos and - Ss look at the 3 photos and read understand the
Building derive word their captions at the top of page 84. their captions. new words.
Vocabulary meaning from - T plays the audio (track 2-2) and has Ss - Ss read the 10 sentences that → T explains.
– context read the 10 sentences that include the include the vocabulary to derive - Ss understand
Introducing - Provide Ss vocabulary to help Ss derive word word meanings from the context. the words but
the new with a new meanings from the context. cannot put them
vocabulary vocabulary of - T gives Ss handouts of Exercise B (p.84). into sentences.
(10 minutes) food - T encourages Ss to use context clues from - Ss do Exercise B to get → T makes
- Provide Ss the sentences in Exercise A to match the familiarized with the definitions. examples.
with the words to the definitions in Exercise B. - Exercise B
pronounciation - T shows Ss the slides of the vocabulary (p.84)’s Answer
- Help Ss including the words, word types, Key:
recognize pronunciations, definitions, and examples 1. allow
different parts (how they are used in sentences). 2. raw
of speech of - T help Ss learn how to pronounce each - Ss learn how to pronounce each 3. touch
each word and word and what they mean. word and what it means. 4. unusual,
how to use - T invites random Ss to say the words. - Ss say the words. 5. only
them - T emphasizes how each word is a 6. delicious
- Enable Ss to different part of speech and shows how 7. local
use those they are used in sentences. 8. imagine
words in - T asks random Ss to make an example - Ss come up with sentence 9. nutritious
different real- using the words. examples with the words. 10. taste
life contexts

Pre- - Enable Ss to - T gives Ss handouts of Exercise A (p.85). - Ss misspell.
listening: remember the - T has Ss read through the article and fill - Ss read through the article and fill → T corrects.
Using words and in the blanks using the words they have just in the blanks using the words they - Exercise A
Vocabulary how to use learned. have just learned. (p.85)’s Answer
– Practicing them - T checks the answers by inviting random - Ss give their answers to earn Key:
filling in the - Give Ss Ss to give their answers for bonus points. bonus points. 1. local
blanks practice of - T corrects if Ss get any blank wrong. 2. only
(5 minutes) using the new 3. imagine
vocabulary in 4. delicious
a different 5. taste
context: “fill 6. touch
in the blanks” 7. raw
exercise 8. unusual
9. allow
10. nutritious
While - Enable Ss to - T explains that often a speaker has main - Ss listen and take notes. Ss don't pay
listening: identify and ideas or specific details contrary to attention.
Developing focus on main examples and supporting details. → T asks Ss to
the skill of ideas while - T instructs Ss how to listen for main - Ss follow T’s strategies to know pay attention
listening for listening ideas/specific details using these strategies: how to listen for main and gives minus
main ideas - Enable Ss to + Highlight/Mark the keywords on the ideas/specific details. points if Ss don't
and specific identify and questions and answer choices before focus.
details (5 focus on listening to focus on them.
minutes) specific details + Listen for rhetorical questions or
while listening questions that the speaker asks, and then
for the answers.
+ Notice keywords or phrases that are
rephrased.

+ Notice the way ideas are repeated or
rephrased.
- T shows Ss some repetition/rephrasing
examples:
+ I'll say this again ...
+ What you need to know is ...
+ Let me say it in another way ...
+ The most important point is ...
- T answers any questions and help Ss if - Ss raise their questions and
they don't understand something. concerns, notifying the T if they
don't understand or need anything
explained.
While Enable Ss to - T gives Ss handouts of Exercise A (p.86). - Ss read the questions and answer - Ss lose tracks
listening: apply the skill - T gives Ss 30 seconds to read the choices in 30 seconds to identify → T lets Ss
Practice of listening to questions and answer choices to identify the necessary information by listen to the
listening for main ideas and the necessary information by marking marking keywords or phrases. audio again.
main ideas specific details keywords or phrases. - Ss listen to choose the correct - Ss misspell.
and specific to both - T plays the audio (tracks 2-3) and has Ss answers. → T corrects.
details (15 listening tasks listen to choose the correct answers. - Exercise A
minutes) and different - T checks the answers for Exercise A by - Ss give their answers to earn (p.86)’s Answer
contexts in inviting random Ss to give their answers to bonus points. Key:
real-life earn bonus points. 1. c
- T gives Ss handouts of Exercise C (p.87). 2. a
- T gives Ss 30 seconds to read the - Ss read the sentences in 30 3. c
sentences to identify the necessary seconds to identify the necessary - Exercise C
information by marking keywords or information by marking keywords (p.87)’s Answer
phrases. or phrases. Key:
- T plays the audio (tracks 2-3) again and - Ss listen to complete the sentences 1. community
has Ss listen to complete the sentences with with the words they hear. 2. honey
the words they hear. 3. (starchy)
- T checks the answers for Exercise C by - Ss give their answers to earn vegetable
inviting random Ss to give their answers to bonus points. 4. sick
earn bonus points. 5. travels
6. cheese
After - Reinforce the - T tells Ss that they are going to play a Ss do not
listening skill of game called “Cross the River”. understand T’s
activity: listening to - T shows a slide of a river, with 2 sets of 4 instructions.
“Cross the main ideas and stepping stones across the river and → T makes an
River” (5 specific details ‘dangers’ including a crocodile, a shark fin, example so that
minutes) - Energize the an octopus, and a snake in the river. Ss can
class - T gives Ss the rules and instructions on - Ss listen to T's instructions. understand what
how to play. they have to do
Instruction: in the game.
+ The class is divided into 2 teams (A and
B). Each set of 4 stepping stones belongs to
1 team.
+ A S from each team has to play Rock
Paper Scissors to pick which team to go
first. After every question, T asks Ss to
play Rock Paper Scissors again to pick
which team to answer their next question.
+ To pass the danger to reach the next
stepping stone, each team has to answer 4
questions correctly. For each question, Ss
will listen to the audio to fill in a blank,
choose the correct answer, or answer

“True” or “False”. If a team answers
incorrectly, T asks the other team to say the
answers. The first team to complete the 4
stepping stones crosses the river and wins.
- T starts the game. - Ss play the game.
- T announces and awards bonus points and
small gifts to the winning team.
Homework/ further work:
Present your answers in the next lesson: What foods from your culture might seem strange to other people? Explain.

F. References
1. Classbook (pages 84, 85, 86 & 87)

Becky, T. C. & Keith, S. F. (2013). Title of the textbook: Pathways 1: Listening,
Speaking and Critical Thinking. Publisher: Sherrise Roehr
2. Pictures of food from different cultures

Source: Google Images
3. Lead-in video
EAT: The Story of Food | National Geographic:
https://www.youtube.com/watch?v=BHLBZtLBBTA
4. Audio Tracks (Track 2-2&Track 2-3)

https://drive.google.com/drive/folders/1vNq50JoAauZZh7Dg_I7xhxtJ1CMXIQOr?
usp=sharing
5. Activity’s audios: “Cross the River”

https://drive.google.com/drive/folders/18wulYbYzIDr_Wzn8cvbajUZ-
teURrdJ9?usp=sharing
6. After listening activity’s audio: “Cross the River”

“Cultural appropriation foods around the world” | J.J. McCullough:
https://www.youtube.com/watch?v=THpzXWKCoQE

G. Appendices
1. Pictures of food from different cultures

Source: Google Images

2. Exercise A (p.84):

3. Exercise B (p.84):

6. Exercise C (p.87):

7. After listening activity’s slide: “Cross the River”
Source: Made by the teacher using Canva
8. After listening activity’s transcript and answer key: “Cross the River”
Team A:
- Question 1: The tea that the Indians drink today is __________ lower than the
original. (Answer Key: 2 degrees)
- Question 2: The British introduced the Indians to __________.
a. cupcakes
b. spaghetti
c. cookies
(Answer Key: cookies)
- Question 3: True or False: The Indians have had a lot more success making their own
food popular in Britain. (Answer Key: True)
- Question 4: In the big city, __________ has now become one of the most a. historic,
b. fantastic, c. iconic types of British restaurant but a lot of what they sell are
uniquely British curries that have been developed over time to be acceptable to
British __________. (Answer Key: the curry house; c. iconic; taste buds)
Team B:
- Question 1: Two degrees of separation is a pretty __________ when it comes to
countries embracing foreign foods. (Answer Key: common phenomenon)
- Question 2: The most popular cookie brand in India is named __________.
a. Britannia
b. Britain
c. Brandania
(Answer Key: Britannia)
- Question 3: True or False: Indian curries have been served in England for 150 years.
(Answer Key: False)
- Question 4: The British tend to like __________ that are a.thicker and sweeter and
more tomatoey, b. thinner and bitter and more tomatoey, c. thicker and sourer and
more tomatoey than what is common in India. But the Brits are very proud of their
curries all the same. In fact, one of their popular __________ soccer songs just
consists of people yelling “Vindaloo” over and over again. (Answer Key: curries; a.
thicker and sweeter and more tomatoey; patriotic)

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[A4a] MICROTEACHING EVALUATION

(BY SUPERVISOR)
Student’s name: ……………………………………… Student Code: …………………
Lesson: ……………………………………………………………………………………
Class observed: ……………………………………….Class code: ……………….…….
Date: ………………….……… Time: ………………. Room: …………………….…….
No. CRITERIA Points

1 Preparation (planning, instructional aids, etc.) ___/0.25
Presentation (clear and effective instruction, understandable explanation,
2 ___/0.5
smooth sequence, appropriate pace, satisfactory answers, enthusiasm, etc.)
Teaching methodology (appropriate methods, varied activities, effective
examples & illustrations, effective use of instructional aids, appropriate error
3 ___/0.75
correction, teacher talking time vs. student talking time, class management,
groupings, etc.)
Language use (pronunciation, intonation, fluency, appropriate and
4 ___/0.75
acceptable use of language, etc.)
Attitudes (patience in eliciting responses, clarity, tone, audibility of voice,
5 ___/0.25
appropriate personal appearance, creativity, etc.)
SUM _____/2.5
Other comments & suggestions:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
HCMC,____________________
Supervisor

----------
[A4b] MICROTEACHING EVALUATION

(BY TEACHER IN CHARGE)
Student’s name: ……………………………………… Student Code: …………………
Lesson: ……………………………………………………………………………………
Class observed: ……………………………………….Class code: ……………….…….
Date: ………………….……… Time: ………………. Room: …………………….…….
No. CRITERIA Points

1 Preparation (planning, instructional aids, etc.) ___/0.25
Presentation (clear and effective instruction, understandable explanation,
2 ___/0.5
smooth sequence, appropriate pace, satisfactory answers, enthusiasm, etc.)
Teaching methodology (appropriate methods, varied activities, effective
examples & illustrations, effective use of instructional aids, appropriate error
3 ___/0.75
correction, teacher talking time vs. student talking time, class management,
groupings, etc.)
Language use (pronunciation, intonation, fluency, appropriate and
4 ___/0.75
acceptable use of language, etc.)
Attitudes (patience in eliciting responses, clarity, tone, audibility of voice,
5 ___/0.25
appropriate personal appearance, creativity, etc.)
SUM _____/2.5
Other comments & suggestions:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
HCMC,____________________
Teacher in charge


----------
[A5] REFLECTION PAPER
Student’s name: Phạm Nguyễn Nguyên Trân Student Code: 1957011198
Supervisor’s name: Cao Thị Phương Dung, Ph.D. Group number: CLC4
Internship experiences are essential factors in the study path of any undergraduate
specializing in English Linguistics & Language Teaching. After the teaching assistant and
microteaching experiences, not only was I provided with valuable knowledge to develop
academically and professionally as a future teacher but also the chance to reflect on myself
as a student.
Since English Faculty students are required to work as teaching assistants, I did so
for eight months at multiple institutions. A part of my job was to help organize and host
activities both digitally and in class while assisting native or Vietnamese English teachers.
I was also in charge of supervising and clearing up any concerns or answering questions
from students. The list goes on, and the tasks I undertook have tremendously helped me in
my studies as an undergraduate. For instance, I made a better effort studying the Teaching
Practice course to apply approaches such as Communicative Language Teaching (CLT) or
Content and Language Integrated Learning (CLIL) when teaching. As I constantly work
with children, what I acquired from Teaching English for Young Learners has allowed me
to understand children's needs and apply the appropriate techniques in assisting their
learning outcomes. Nevertheless, my duties as a teaching assistant have made me set
straightforward learning goals in my university courses to skillfully utilize teaching
approaches and activities.
Besides teaching skills and approaches, I have also learned from many teachers with
whom I assisted useful ways to develop learners' language competencies. I have observed
multiple teachers who initiate students' interests by making English learning personal.
Keeping this in mind, whenever I can, I connect language learning to relevant topics and
use personalized tasks and activities to help students engage and self-express. Moreover,
seeing the teachers motivating learners with fun activities and technology has inspired me
to stimulate more outside-the-classroom experiences to help students develop an identity in
learning English while making the learning environment diverse and meaningful. Those are
the strategies I now often use to develop learners' language competencies, especially
speaking, listening, and writing.
As a teaching assistant, I always had to arrive early to help the teacher prepare
materials and tools for the lesson. In a classroom dynamic that is always unpredictable, I
would often need to help the teacher generate activities to keep students occupied. Hence, I
have made a habit of always retaining the lesson plan to keep the class flow going or
improvising when needed. Those routines have yielded me to pay more attention to the
small details and keep them lucid when planning lessons. I also started to concentrate more
on learners' communicative needs as well as the aims and objectives of the lesson when
making a lesson plan, worksheet, or teaching materials, as learned from the courses of
Classroom-based Assessment and Teaching Practice.
After experiencing being a teaching assistant, my expectations of the teaching

profession have also significantly changed. I have realized that as a student, I
underestimated the responsibilities of a teacher. I used to think that teachers only have to
be proficient in what they teach. However, working with teachers and even being one has
caused me to recognize that teachers also have to understand whom they are teaching.
Students come from different backgrounds with different needs, so teachers must provide
frequent and practical feedback, ensure that students feel valued and included, and
continually work with the parents. A teacher who cares makes a huge difference. We all
have at least one teacher in our lives whom we remember with admiration and respect, who
helps us discover our passions and love for learning; therefore, as a teacher, I strive to be
that person for my students.
Although my time working teaching assistant has been beneficial, it did not always
go smoothly. I encountered numerous obstacles; hence, if given a chance, there are three
things I would like to recommend to other fellow teaching assistants to make their
experiences better. Firstly, teaching assistants need to continually monitor how they can
support the teacher and students in the most useful ways. Teachers highly appreciate
teaching assistants being vigilant because they can focus on teaching knowing that the
class is being supervised. Secondly, it’s important to develop a good relationship with
teachers to cooperate. It is crucial to get used to the teachers' teaching styles, classroom
management techniques, and personal principles. Finally, communication is key. If any
problems occur, remember to always communicate with the teachers to solve them.
Besides teaching assistant experiences, I was also required to attend four class
observations. Whilst observing, I had to figure out the description of students and
activities, the aims and objectives, and give my opinions on the methods and techniques
used. Personally, the observations were great means to help me reflect on my approach to
teaching and learning. From watching a real class operate, I figured out my shortages,
learned from the teachers what to improve, how students would react to certain approaches,
and good classroom management. Moreover, by evaluating the appropriacy and
effectiveness of teaching techniques in a practical setting, I can incorporate strategies from
others' classrooms into mine. Those are the knowledge that English Language Teaching
undergraduates cannot learn from books only. The observations also reminded me that as a
future educator, I need to adapt and evolve with time to grow in this profession.
Lastly, for the microteaching demonstration, our internship group decided to choose
the course of Listening-Speaking B1, teaching a unit from Oxford's "Inside Listening and
Speaking 2". For my demonstration, I taught the vocabulary later used in speaking and
listening tasks. I was confident in my preparation and presentation. My strengths included
clear instructions and explanations, varied activities, suitable error correction, and class
management. Regarding language use and attitudes, I tried to teach with enthusiasm, clear
pronunciation, and intonation, at an appropriate speed and tone. Nonetheless, when
demonstrating, I underestimated the amount of time I had, leaving one of my activities
unfinished. I have since acknowledged my disadvantages in planning and controlling the
pace of the lesson. This realization has encouraged me to focus more on planning a lesson
and using the right methodology to make sure that all of the aims and students' learning
outcomes are met.
Conclusively, I have learned a lot of practical and valuable lessons from my

teaching assistant and microteaching experiences. Regardless, the one lesson that directly
impacted me can be summarized into better planning and constant. With consistent practice
and self-improvement, I hope that my teaching skills will improve, helping me develop
professionally in my endeavors. It can be said that teaching is one of the hardest
professions of all. A teacher can change the life of a student, thus changing the world. I
will forever treasure the opportunities and experiences I had for this term's internship and
carry them with me as lifelong lessons.

Appendices (if any)
1. The class observation of Grammar 1 – B2 course
2. The textbook used in the Grammar 1 – B2 course

3. Materials distrubuted by the teacher from the Pronunciation course’s class
observations

ĐẠI HỌC QUỐC GIA TP. HỒ CHÍ MINH CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
TRƯỜNG ĐH KHOA HỌC XÃ HỘI & NHÂN VĂN
Độc lập-Tự do-Hạnh phúc
KHOA NGỮ VĂN ANH
____________________________ _________________
[C1] XÁC NHẬN THAM DỰ TẬP HUẤN NGHIỆP VỤ
Họ và tên: Phạm Nguyễn Nguyên Trân MSSV: 1957011198
Chủ đề & báo cáo viên

STT Thời gian – Địa điểm Xác nhận
Tóm tắt nội dung
1

KHOA NGỮ VĂN ANH
____________________________ _________________
[C2] XÁC NHẬN THAM GIA KIẾN TẬP
Họ và tên: …………………………………………..… MSSV: …………..…………
Thời gian
STT Mã LHP / Tên học phần Giáo viên đứng lớp nhận xét và ký tên
– Địa điểm
Kiến tập
1
Kiến tập
2
Kiến tập
3
Kiến tập
4

KHOA NGỮ VĂN ANH
____________________________ _________________
[C2] XÁC NHẬN GẶP GIẢNG VIÊN HƯỚNG DẪN
Họ và tên: Phạm Nguyễn Nguyên Trân MSSV: 1957011198
Thời gian Xác nhận của

STT Nội dung
– Địa điểm GVHD
Ngày
07/11/2022 Nhận thông tin từ Giáo vụ khoa Ngữ văn Anh về kế hoạch kiến
1
– Trực tập chuyên môn năm 2022
tuyến
Ngày
07/11/2022
2 Liên lạc với GVHD và trao đổi về lần gặp mặt đầu tiên
– Trực
tuyến
Ngày
07/10/2022 Gặp mặt với GVHD và được phổ biến về quy trình kiến tập và
3
– Phòng thao giảng
ERC
Ngày
23/11/2022 Liên hệ với giảng viên đứng lớp về ngày thao giảng và nội dung
4
– Trực thao giảng
tuyến
Ngày
24/11/2022
5 Thông tin đến GVHD về buổi thao giảng của nhóm
– Trực
tuyến
Ngày
15/12/2022
6 Thao giảng
– Phòng
D605

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VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

Specialisations English Linguistics & Language Teaching

Instructor (Signature & full name)

Ho Chi Minh City, January 6th, 2023

FINAL EVALUATION BY SUPERVISOR ....................................................................... 2

[A1] TEACHING ASSISTANT EVALUATION ............................................................... 3

[A2] CLASS OBSERVATION REPORT ........................................................................... 4

[A3] LESSON PLAN ........................................................................................................... 9

[A4a] MICROTEACHING EVALUATION ..................................................................... 22

[A4b] MICROTEACHING EVALUATION ..................................................................... 23

[A5] REFLECTION PAPER ............................................................................................. 24

Appendices (if any) ............................................................................................................ 28

[C1] XÁC NHẬN THAM DỰ TẬP HUẤN NGHIỆP VỤ ............................................... 30

[C2] XÁC NHẬN THAM GIA KIẾN TẬP....................................................................... 31

[C2] XÁC NHẬN GẶP GIẢNG VIÊN HƯỚNG DẪN .................................................... 32

I would like to express my special thanks and deep appreciation to my supervisor -

BAO CAO THUC TAP CHUYEN MON – CN NH-GD 1

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

FINAL EVALUATION BY SUPERVISOR

Student’s name: Phạm Nguyễn Nguyên Trân Student ID: 1957011198

No. ASSESSMENTS (A) & CHECKLISTS (C) SCORE Note

BAO CAO THUC TAP CHUYEN MON – CN NH-GD 2

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

[A1] TEACHING ASSISTANT EVALUATION

TA’s name: ……………………………………… Student Code: …………………

Evaluator’s signature over full name: ……………………………………………………

Starting date: ……………… Ending date: ………………. Venue: …………………….

No. ASSESSMENT CRITERIA POINTS

4 Cooperating with other TAs 1 2 3 4 5

5 Showing good communication skills 1 2 3 4 5

7 Having appropriate behavior 1 2 3 4 5

8 Showing positive attitudes 1 2 3 4 5

10 Overall quality of work 1 2 3 4 5

SUM (= Total points x 0.04) ______/2

BAO CAO THUC TAP CHUYEN MON – CN NH-GD 3

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

[A2] CLASS OBSERVATION REPORT

Student’s name: Phạm Nguyễn Nguyên Trân

AIMS AND OBJECTIVES

DISCUSSION OF METHODS AND TECHNIQUES USED (APPROPRIACY,

During the lesson, the teacher will provide students with:

● Appropriacy, effectiveness, and practicality

AIMS AND OBJECTIVES

DISCUSSION OF METHODS AND TECHNIQUES USED (APPROPRIACY,

• Appropriacy, effectiveness, and practicality

AIMS AND OBJECTIVES

DISCUSSION OF METHODS AND TECHNIQUES USED (APPROPRIACY,

• Appropriacy, effectiveness, and practicality

AIMS AND OBJECTIVES

BAO CAO THUC TAP CHUYEN MON – CN NH-GD 7

DISCUSSION OF METHODS AND TECHNIQUES USED (APPROPRIACY,

• Appropriacy, effectiveness, and practicality

BAO CAO THUC TAP CHUYEN MON – CN NH-GD 8

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

[A3] LESSON PLAN

C. Aims and Objectives

D. Materials and sources

BAO CAO THUC TAP CHUYEN MON – CN NH-GD 10

BAO CAO THUC TAP CHUYEN MON – CN NH-GD 11

BAO CAO THUC TAP CHUYEN MON – CN NH-GD 12

BAO CAO THUC TAP CHUYEN MON – CN NH-GD 13

BAO CAO THUC TAP CHUYEN MON – CN NH-GD 15