VIETNAM NATIONALUNIVERSITY - HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

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INTERNSHIP
PORTFOLIO

Course: Internship
Student’s name: CHÂU HẢO LAN
Student’s code: 2067010118
Group: 02
Supervisor: Dr. CAO THỊ PHƯƠNG DUNG

Ho Chi Minh City, April, 2024

 TABLE OF CONTENTS

FINAL EVALUATION BY SUPERVISOR 40

[A1] LESSON PLAN 4 -38
[A2] MICROTEACHING EVALUATION 39
[A3] REFLECTION PAPER 40-42
MICROTEACHING PEER EVALUATION 43-53

CLASS OBSERVATION REPORT 54-60

[C1] XÁC NHẬN THAM DỰ CHUYÊN ĐỀ 61-62

[C2] XÁC NHẬN THAM GIA KIẾN TẬP 63
[C3] XÁC NHẬN GẶP GIẢNG VIÊN HƯỚNG DẪN 62
[C4] XÁC NHẬN SINH VIÊN THAM GIA ĐÁNH GIÁ THAO GIẢNG Error! Bookmark not defined.

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 VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

----------

FINAL EVALUATION BY SUPERVISOR

Student’s name: Châu Hảo Lan Student Code: 2067010118

Supervisor’s name: Dr.Cao Thị Phương Dung Group number: 2

Grading:
No. ASSESSMENTS (A) & CHECKLISTS (C) Score Note
1 A1: LESSON PLAN ___/3.0

A2: MICROTEACHING EVALUATION BY

2 ___/4.0
SUPERVISOR

A3: REFLECTION PAPER ON

3 ___/3.0
INTERNSHIP
C1: XÁC NHẬN THAM DỰ CHUYÊN ĐỀ
4 C2: XÁC NHẬN THAM GIA KIẾN TẬP - (Nếu vắng mặt -0,5)
C3: XÁC NHẬN GẶP GVHD
TOTAL SCORE 10

HCMC, …………………………
Supervisor’s signature over full name

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 VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

----------

[A3] REFLECTION PAPER

Student’s name: Châu Hảo Lan Student Code: 2067010118

Supervisor’s name: Cao Thị Phương Dung Group number: 2

During the internship and evaluation, I learned a variety of valuable lessons that I have
never forgotten, as a student undergraduate English major. I received amazing, special time
experience in English teaching, especially performance of a standard teacher, classroom
management and preparing lesson plans in the teaching profession. The participants
received a lot of useful information and strong motivation for teaching English. Indeed,
observers and teacher feedbacks, both formal and informal, are very helpful for student
teachers.

Firstly, as an observer, I participated in two classes of B1 level (Reading and writing class
of Vân Anh teacher & Listening and Speaking of Tấn Thịnh teacher). Through the way of
teaching, the way of imparting knowledge from both teachers, I felt the love of the
profession, the passion. I can learn a lot from the teachers' teaching experience, and the
contents of the lessons were very practical and highly applicable. It’s so important that
teachers should be fully patient and supportive when interacting with students. On the other
hand, both teachers arranged lessons logically within the time limit. The two lessons were
good, smooth and very interesting.

Secondly, during the observation and teaching preparation, I realized that there are many
parts to a lesson plan, so the teacher must divide and balance stage and time, neither
superfluous nor lacking. Smart teachers should design activities that integrate four language
skills and incorporate a variety of activities to cater to different learning styles (visual,
auditory, and kinesthetic). According to knowing students’ objectives and background,
teachers choose to teach methods, strategies, techniques and suitable approaches for
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learners. The teacher should establish clear objectives, study the textbook to know the
structure of the lesson plan activities and find authentic materials to help the teaching
process and appeal to learners with an exciting, attractive atmosphere. In addition, lesson
planning is important for classroom management. Advanced, effective lesson planning also
minimizes the need for discipline and allows teachers to make the most of their time with
students.

Next, microteaching gives us opportunities to practice individual skills in a short lesson,

forming parts of our teaching professional competencies in the future. In this part, although
I was excited with a lot of positive energy and enthusiasm, I still had some mistakes when
the students in class were too noisy; and I lost control of my emotions. While I was teaching,
some students as peer evaluators were late, laughing and pointing at me. That affected my
concentration. I even mispronounced the word “determine” and my teacher realized it. That
is the reason why my teacher said that I didn't have very good control of the class. My
instructor also commented that I should emphasize tones and practice more to improve the
final sounds, intonation, language use to attract attention. However, my positive aspects of
teaching were giving bonus marks to encourage students’ engagement, fluency and
interacting well with learners. While-reading section was my presentation, the goals and
objectives of the lesson were suitable for students' level, strategy, skimming and scanning
were used to provide techniques for learners. My instructions were commented not clear. I
ought to make sure all my students understood the questions before asking them to answer.

Furthermore, my goal of this part is to remind and reinforce useful techniques and recall
valuable strategies in reading comprehension that learners use. My group applied the PPP
method (Presentation, Practice, Production) and reading aloud for ESL/EFL teaching
methodology. Besides, it’s worth noting that our instructor helped us effectively with lesson
plan adjustment, which’s highly applicable to saving time and having successful
microteaching. I am really appreciative of her sincere and frank feedback. Additionally, I
should have eye contact with students more instead of looking at the screen or looking down.

After receiving experience and enthusiastic instruction throughout the internship and
evaluating, we were given the chance to put our knowledge into microteaching the real mini-
class and I recognize my strengths and weaknesses through comments from both my teacher

(instructor) and observers. Methods and approaches in language teaching are selected
depending on the aims and goals of the teaching course /program. The more carefully
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prepared, clear and thoughtful the lesson plan, the more it saves more time and creates
confidence for teachers. The teacher should consider whether the amount of knowledge is
not too large and arrange it into suitable stages so that the learners can absorb and remember
quickly. Moreover, I could improve my knowledge of appropriate use of pairing work,
group work or individual during each activity, moving and interacting effectively with
students during lesson. In addition, using a variety of media (video, audio, web materials,
etc.) is essential to provide information effectively and reduce tediousness.

During the process of microteaching, I received enthusiastic support from my instructor, my

group mates and even the teachers of the English Linguistics and Literature faculty. I feel
so joyful and warm when thinking about graduation day. Therefore, I tried to do my best to
complete the lesson plan and prepare as best as possible for my teaching session. So I
practiced teaching whenever possible, in front of all the mirrors at home and at work during
lunchtime. I hope all my efforts and those of the whole team will have good results.

In conclusion, through the course of studying English at the English Linguistics and
Literature department, day by day, receiving input from my teachers, I gained valuable,
interesting insights. I can clearly see my progress in using English not only at work but also
in life. I am more confident when writing emails to customers, communicating with foreign
colleagues, and traveling. If there is a suggestion to improve the internship program, I think
the school could give us a little more time, so we will have better preparation and achieve
better results. Due to the fact that we are students who work and learn, our time for studying
is limited. Finally, I would like to sincerely thank all my teachers from the English
Linguistics and Literature faculty. I feel grateful for whatever I have received here. In the
future, whether I follow the teaching job or not, I will still cherish the beautiful time I had
at Ho Chi Minh City University Of Social Sciences and Humanities.

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 VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

----------

CLASS OBSERVATION REPORT

Student’s name: Châu Hảo Lan ................................................................................

Student Code: 2067010118 ........................................................................................

Class: 20A1-NHGD1 .................................................................................................

Group number: 2 .........................................................................................................

Supervisor’s name: Dr. Cao Thị Phương Dung .......................................................

CLASS OBSERVATION

Subject: Listening – Speaking B1 .............................................................................

Class:23B2 ..................................................................................................................

Date: ..05/03/2024..............................Time: 18:00 – 20:30 .......................................

Room: A601 - CĐKT .................................................................................................

Teacher’s name: Nguyễn Tấn Thịnh ........................................................................

DESCRIPTION OF STUDENTS

Age : 22 -35 Level : Intermediate (B1)

Required material: Williams, J. (2017).21st Century Communication 2: Listening,

speaking, and critical thinking. Cengage Learning.

Professionalism Policy: Participants are expected to be well-prepared and take an active

role in class discussions and work collaboratively with their peers.

DESCRIPTION OF STUDENTS:

Those students are at an intermediate level in English. They have been learning together
from the previous courses. They have a basic understanding of English, and they are on
the way to developing four skills: listening, speaking, reading and writing. In addition,

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students from diverse backgrounds, various jobs, which can enrich classroom discussion
covered and show positive responses to cultural diversity.

AIMS AND OBJECTIVES

AIMS:

+ To improve students’ speaking skills to produce spoken texts at B1 level and communicate
more fluently.

+ To enable students to understand spoken language, including diverse accents and dialects,
and demonstrate listening skills (note-taking, locating main ideas, and details, etc.)

+ To promote students’ confidence in speaking and listening in English.

OBJECTIVES: By the end of the lesson, students will be able to:

+ Sharpen their listening skills via conversation, lectures, panel discussion by note-taking,
locating main ideas, and details.

+Extend their vocabulary and use it appropriately in conversations.

+Express their feelings, ideas, and thoughts in English, even if they make mistakes,
communication is an opportunity to practice listening and speaking effectively.

+Practice pairing work, group work to prepare for future academic discussions.

DESCRIPTION OF ACTIVITIES

Speaking

Activities :

+ Discuss question 2 on page 4 of the textbook (Do you have a list of things you’d like to
do before you die ? Have you ever told anyone what’s on the list ? Why, or why not ? )

+Part C on page 5 (Read and listen to the statements with words from the class discussion
you will hear. Guess the meaning of each bold word. Then match each word to its
definition.)

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After pair worked, the teacher invited 2 volunteers to share their views on the topic with
classmates. Then, the teacher asked students to ask questions presenters who had spoken
their opinions. Students were very excited and interacted with each other positively, the
classroom atmosphere became exciting. Next, the teacher invited students to comment on
the speech of 2 volunteers. Following that, the teacher gave his evaluation and instructed
students to outline simple but effective tactics to practice speaking English more fluently
and confidently. In particular, he suggested that students who want to make a convincing
point of view need to give more true evidence and students should pay more attention to
pronunciation and stress, and intonation practice.

Listening

Activities :

+ Task E page 6 : Listen for main ideas

+ Task F page 7 : Listen for examples

+ Task G page 8 : Listen for details

The teacher played the audio and students concentrated on listening and understanding the
basic content of the lesson and doing the tasks (choose the best phrase to complete each
main idea, use the outline to complete the notes, choose the best word or phrase to complete
each statement). After the second time of audio playing, the students identify the answers.
Then the teacher asks students to write their answers on the board. Finally, the teacher
played back the audio for the whole class to check again the right answers.

DISCUSSION OF METHODS AND TECHNIQUES USED (appropriacy, effectiveness,

practicality, etc …)

The teacher designs pairs and group activities aimed at improving students’ communication,
speaking and listening skills. The teacher uses Communicative Language Teaching (CLT)
in speaking teaching, and Bottom-up & Top-down processes in listening. Through listening
lessons, students also know how to grab the keywords of the text and take notes quickly. In
the speaking section, the teacher offered prompt guidance and feedback to help students
build communication skills and confidence. Student’s signature

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 VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

CLASS OBSERVATION REPORT

Student’s name: Châu Hảo Lan ................................................................................

Student Code: 2067010118 ........................................................................................

Class: 20A1-NHGD1 .................................................................................................

Group number: 2 .........................................................................................................

Supervisor’s name: Dr. Cao Thị Phương Dung .......................................................

CLASS OBSERVATION

Subject: Reading – Writing B1 .................................................................................

Class:23B2 ..................................................................................................................

Date: ..08/03/2024..............................Time: 18:00 – 20:30 .......................................

Room: A601 - CĐKT .................................................................................................

Teacher’s name: Nguyễn Thị Vân Anh ....................................................................

DESCRIPTION OF STUDENTS

Age : 22 -35 Level : Intermediate (B1)

Required material:

Reading: Macintyre, P.& Bohlke, D. (2020). Reading Explorer 2 (3rded). Cengage

Learning.

Writing: Folse, K.S., Muchmore-Vokoun, A., & Solomon, E.V.(2020). Great writing 2:
Great paragraphs (5th ed). Cengage Learning.

Professionalism Policy: Participants are expected to use target vocabulary items related to
topics covered in the textbook, understand paragraph types, practice writing paragraphs,
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improve transferable skills and be well-prepared and take an active role in class discussions
and work collaboratively with their peers.

DESCRIPTION OF STUDENTS:

Those students are at intermediate level of English language. They have been learning
together from the previous courses. They have basic understanding of English and they are
on the way developing four skills: listening, speaking, reading and writing. In addition,
students from diverse experience backgrounds, various jobs, which can enrich classroom
discussion about topic covered and show positive responses to cultural diversity.

AIMS AND OBJECTIVES

AIMS:

+ To enable students to read and understand various types of moderately complex texts in
English.

+ To improve students’ ability to understand paragraph types and write paragraphs

effectively

+ To enrich students’ vocabulary and reinforce their knowledge of grammar rules

+ To boost students’ ability at reading and writing in English

OBJECTIVES: At the end of the lesson:

+ Students could be able to apply reading strategies, skimming and scanning techniques in
reading comprehension.

+Students could be able to write well-organized paragraphs with appropriate use of

language to prepare for essays in the future.

+Students will be able to use a broader vocabulary and apply grammatical structures in
reading and writing.

DESCRIPTION OF ACTIVITIES

Reading

Activities:

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+ Remind concepts of skimming, scanning, topic sentence, and main ideas, supporting
ideas.

+Practice in Reading 1A: Sweet Love (Unit 1, pp. 7-20)

The teacher asked the students to read the text and find the main idea, topic sentence of
each paragraph. The teacher encouraged students to share their answers and invited them
to expand on the techniques they used to find the answers.

Writing

Activities:

+ Four Features of a Paragraph

+ Analyzing a paragraph; analyzing the features of paragraphs

+ Building better sentences

The teacher reminded the structure of a paragraph; analyzed the features of paragraphs with
the whole class. The teacher told us four features of a paragraph; the way to build better
sentences. Then, students did the exercises.

DISCUSSION OF METHODS AND TECHNIQUES USED (appropriacy, effectiveness,

practicality, etc …)

The teacher used the Integrated Skills Approach. In my opinion, the teacher applied the
method integrates reading and writing into a single activity or lesson. Moreover, the teacher
motivates students to respond to questions and express their views (according to memorize
vocabulary items related to the topics covered in the textbook). The teacher assigns
increasingly difficult tasks to both challenge students and boost engaging learning
experiences.

Student’s signature

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 ĐẠI HỌC QUỐC GIA TP. HỒ CHÍ MINH
TRƯỜNG ĐẠI HỌC KHOA HỌC XÃ HỘI & NHÂN VĂN

KHOA NGỮ VĂN ANH

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[C1] XÁC NHẬN THAM DỰ CHUYÊN ĐỀ

Họ và tên: CHÂU HẢO LAN MSSV: 2067010118

Họ và tên GVHD: Dr. CAO THỊ PHƯƠNG DUNG Nhóm thực tập: Nhóm 2

Đã tham dự buổi báo cáo chuyên đề thực tập:

Chuyên đề số: Chủ đề:

Classroom Management & Teaching Material Design

Diễn giả: Trần Trung Nguyên, MA ( Mr.) and Trần Thị Minh Phượng, PhD

Địa điểm: Van Khoa Hall, Dinh Tien

Thời gian: 18:00 pm Hoang campus

Tóm tắt nội dung chuyên đề:

With an excited and joyful mood, I attended the seminar and met with the instructor on
Saturday (02/03/2023) at Van Khoa Hall, Dinh Tien Hoang campus of the Vietnam National
University—Ho Chi Minh City University of Social Sciences and Humanities.

Teacher Tran Trung Nguyen introduced the program. He provided necessary instructions on
classroom management for the internship and assessment process through his mind maps and
fill-in-the blanks activity. The teacher's approach is very lively and interesting. It made the
listeners focused; they thought of keywords related to the context. He inspires students
through his presentation, from giving instruction and monitoring activities to grouping,
interaction, and intuition. He gave us useful, highly capable advice with the expectation that
we would do the best we could in the final microteaching evaluation.

After Mr. Nguyen's session, Ms. Phuong shared with students about Teaching Material
design, which she presented as very useful to students, such as web services and multimedia
resources to websites to help students practice their pronunciation to websites to help practice
4 skills: listening, speaking, reading, and writing. Some websites were very impressive to
me, like websites that help read text like native speakers or websites that correct grammar
60
mistakes. She has helped us a lot by sharing these websites, which not only support us with
materials for microteaching but also serve very practically for our self-learning process later.

I would like to sincerely thank both teachers for giving us experience and really useful
information.

Tp.HCM, ngày tháng năm 2024

Xác nhận của cán bộ điểm danh

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 ĐẠI HỌC QUỐC GIA TP. HỒ CHÍ MINH
TRƯỜNG ĐẠI HỌC KHOA HỌC XÃ HỘI & NHÂN VĂN

KHOA NGỮ VĂN ANH

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[C3] XÁC NHẬN GẶP GIẢNG VIÊN HƯỚNG DẪN

Họ và tên: Châu Hảo Lan MSSV: 2067010118

Họ và tên GVHD: Dr. Cao Thị Phương Dung Nhóm thực tập: 2

Thời gian – Địa Xác nhận của

TT Nội dung
điểm GVHD
Chủ Nhật Gặp mặt, trao đổi về nội dung và các bước trong
1 (ngày 03/03/2024) quá trình thực tập
Online
Thứ Tư
2 (ngày 06/03/2024) Hướng dẫn chọn tài liệu và chốt ngày thao giảng
Online
Thứ Tư
3 (ngày 20/03/2024) Góp ý và sửa Lesson Plan (Đợt 1)
Online
Thứ Sáu
4 (ngày 22/03/2024) Góp ý và sửa Lesson Plan (Đợt 2)
Online
Thứ Tư
5 (ngày 03/04/2024) Thao giảng nhóm (Đợt 1)
D403- Đ.T.H
Thứ Sáu
6 (ngày 05/04/2024) Thao giảng nhóm (Đợt 2)
A111- Đ.T.H

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