MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

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INTERNSHIP REPORT

STUDENT: HA KIEU ANH

CODE: 20053781
CLASS: DHAV16G
COURSE: 2020 - 2024
SUPERVISOR: PHAN THI BICH NGOC, M.A.

HCMC, 05 /2024
 MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

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INTERNSHIP REPORT

STUDENT: HA KIEU ANH

CODE: 20053781
CLASS: DHAV16G
COURSE: 2020 - 2024
SUPERVISOR: PHAN THI BICH NGOC, M.A.

HCMC, 05 /2024
 MINISTRY OF INDUSTRY AND
TRADE INDUSTRIAL UNIVERSITY OF
HO CHI MINH CITY FACULTY OF
FOREIGN LANGUAGES
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Student’s name : Ha Kieu Anh

Student’s ID : 20053781
Class : DHAV16G
Course : 2020 - 2024

Student’s declaration: I declare that this internship report is my own work

and does not involve in plagiarism or collusion. I accept heavy penalties for
any cheating or plagiarism.
Date submitted : ………………………
Signed : ……………………….
 ACKNOWLEDGEMENT
During my internship journey, I was fortunate to receive invaluable support and
guidance from various individuals, which helped me overcome challenges and complete
this important milestone.

First and foremost, I would like to thank the School Board of Industrial University of
Ho Chi Minh City and the Faculty of Foreign Languages for providing me with the
opportunity to participate in this internship and gain exposure to real-world
professional experiences.

I am deeply grateful to Ms. Phan Thi Bich Ngoc, my supervisor, for her dedicated
guidance and thoughtful advice. Her mentorship has helped me navigate the internship
successfully and improve both my skills and confidence.

Additionally, I would like to convey my sincere appreciation to Mr. Nguyen Dinh Phuoc for
offering me the opportunity to intern at Aten English. His professional guidance and
constant support have been key in developing my teaching skills and enhancing my overall
experience.

Finally, I want to extend my gratitude to all the staff and teachers at Aten English who
supported me throughout this journey, helping me learn and grow as a future educator.

In conclusion, I would like to sincerely thank everyone who contributed to the successful
completion of my internship and this report.

Sincerely,
Ho Thi Kim Tuyen
 SUPERVISOR’S COMMENTS

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 MARKER’S COMMENTS

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 TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION AND CONTEXT OF THE INTERNSHIP REPORT.......1

1. SELF-INTRODUCTION:.............................................................................2

2. THE SUPERVISOR AND GROUP MEMBERS:..............................................2

3. OVERVIEW OF IUH AND FFL:...................................................................3

3.1. Industrial University of Ho Chi Minh City (IUH).............................3

3.2. Faculty of foreign language (FFL).................................................9

4. SIGNIFICANCE OF INTERNSHIP..............................................................11

CHAPTER 2: THE INTERNSHIP ORGANIZATION...............................................13

1. CULTURE, IDENTITY AND IMAGES.........................................................14

1.1. Culture...............................................................................................14

2. PRODUCT AND MARKET SITUATION......................................................18

2.1. Product..............................................................................................18

2.2. Market situation.................................................................................18

3. COMPETITION ANALYSIS.......................................................................19

CHAPTER 3: TASK, PROJECTS AND ACTIVITIES...............................................21

1. DAILY TASK ACTIVITIES........................................................................22

2. PROJECT TASK AND ACTIVITIES.............................................................37

2.1. Welcome students to the center........................................................37

2.2. Prepare necessary materials for the lesson; help teachers take
attendance, stabilize the class; manage the classroom for order......37

2.3. Support classroom activities; answer questions for students that

do not understand; Check and correct students' work.......................38

2.4. Mentoring weak students after school.......................................39

CHAPTER 4: REFLECTION................................................................................42

1. REFLECTION ON DEVELOPED WORKING AREA AND SKILLS..................43

 2. REFLECTION ON PERSONAL DEVELOPMENT DURING THE INTERNSHIP.44

CHAPTER 5: CONCLUSION..............................................................................46

1. INTERNSHIP EXPERIENCE SUMMARY.....................................................47

2. RECOMMENDATIONS OR SUGGESTIONS...............................................47

2.1. Recommendation or suggestions for internship place.......................47

2.2. Suggestions for FFL:..........................................................................49

APPENDICES...................................................................................................50
Submitted by Ha Kieu Anh ID number:20053781

Supersivor: Phan Thi Bich Ngoc, M.A.

1
Submitted by Ha Kieu Anh ID number:20053781
CHAPTER 1: INTRODUCTION AND CONTEXT OF THE INTERNSHIP
REPORT

Supersivor: Phan Thi Bich Ngoc, M.A.

2
1. SELF-INTRODUCTION:

My name is Ho Thi Kim Tuyen, and I was born and raised in Quang Ngai province. Back in
primary school, English wasn’t a subject we had at school, as it wasn't as widely taught at the
time. It wasn't until I got to 6th grade that I finally had my first English lessons. By that point,
most of my classmates had already been taking extra English classes for a while.
Unfortunately, my family couldn’t afford those extra lessons, so I often felt like I was lagging
behind. Seeing my classmates chat in English at school fascinated me, and I found myself
drawn to the language. I remember sitting quietly, listening to them speak, not understanding
much, but feeling even more determined to learn it myself.

From then on, I spent most of my free time self-studying. I borrowed books from my friends
and watched English programs on TV. Even though it was tough, every time I understood a
new word or could say a sentence correctly, I felt a sense of accomplishment. My love for the
language kept growing. By the time I started formal English classes in the 6th grade, my
passion and the guidance of a dedicated English teacher helped me achieve good results year
after year.

After finishing high school, I knew I wanted to continue my journey with English, so I chose
to major in English Language Studies at the University of Industry in Ho Chi Minh City. On
my first day of university, I felt a mix of excitement and nervousness. But soon, I met
classmates who shared the same passion for English, and my worries quickly faded.

At university, I had the chance to learn from knowledgeable and supportive professors. They
not only taught the subject but also shared their practical experiences, helping me understand
how English could be applied in everyday life and in my future career. I came to realize that
learning English isn't just about grammar and vocabulary—it's about understanding different
cultures, people, and global perspectives.

My time at the University of Industry gave me many valuable experiences. From joining
English clubs, interacting with international students, and working on group projects, to
giving presentations, I grew both academically and personally. The combination of classroom
 learning and extracurricular activities helped me not only improve my language skills but also
develop important life skills like communication, time management, and critical thinking.

Studying in this environment has made me more confident, expanded my worldview, and
equipped me with the tools I need for the challenges that lie ahead.

2. THE SUPERVISOR AND GROUP MEMBERS:

I would like to express my deepest gratitude to my supervisor - Ms. Nguyễn Thị Thanh Xuân
for her dedicated guidance and support throughout my recent internship.

Ms. Xuân is not only an exceptional educator but also someone who is always full of
enthusiasm and commitment in her work. From the very beginning, she helped me establish a
clear and detailed plan to execute my report effectively. Whenever I faced difficulties, she
was always willing to offer practical advice and solutions that made overcoming challenges
much easier. Her guidance and support have not only helped me complete the report but also
equipped me with valuable knowledge and skills for my future career.

Although the internship primarily took place through Zalo and MS Teams, and we did not
have the opportunity to meet in person, Ms. Xuân consistently maintained regular
communication. She continuously reminded me of issues related to the report and shared
valuable resources and insights related to my field, which has been incredibly meaningful to
me.

I genuinely appreciate and am thankful for her support and companionship throughout this
process. Her patience, meticulousness, and professional attitude have been a great source of
motivation for me. I hope to have the opportunity to continue learning from her in the future
and to apply what I have learned to my career.

Additionally, I cannot overlook the wonderful friends I had the pleasure of working with during
this internship. The sessions where we exchanged ideas, discussed, and solved problems together
truly highlighted the power of teamwork and camaraderie.
The constant support and encouragement from all of you made the entire internship experience
much more meaningful and enjoyable. We faced challenges together, shared joyful moments, and
learned from each other, creating valuable memories that I will cherish forever.

I genuinely feel fortunate to have had the opportunity to work with such amazing people. I hope
that we will stay in touch and have the chance to continue growing and achieving new successes
together in the future.

Once again, I extend my heartfelt thanks to Ms. Xuân and all of you. Your companionship and
sincere support have made this internship period exceptionally special and meaningful.

3. OVERVIEW OF IUH AND FFL:

3.1 INDUSTRIAL UNIVERSITY OF HCM CITY (IUH):
- Official name: Trường Đại học Công nghiệp Thành phố Hồ Chí Minh
- The English name: Industrial University of Ho Chi Minh City.
- Abbreviation: IUH

- Logo:
HISTORY:
 Industrial University of Ho Chi Minh City traces its origins to the Go Vap Vocational School,
established by Don Bosco priests on November 11, 1956, in Hanh Thong commune, Go Vap
District, Gia Dinh Province. In 1968, it was renamed the Don Bosco Private Junior High
School of Technology. By January 31, 1970, the school had been upgraded and became the
Don Bosco High School of Engineering. Following the peace and reunification of the
country, the Southern Liberation Army took control of the school, and on December 19,
1975, it was transferred to the General Department of Metallurgy Engineering and
Electronics. In 1978, the school was renamed Engineering School IV, under the Ministry of
Mechanical Engineering and Metallurgy. In 1994, it merged with the Chemical High School
II in Bien Hoa City, forming Industrial Engineering School IV, managed by the Ministry of
Industry. In March 1999, it was elevated to Industrial College IV, and by December 2004, it
had gained university status, becoming the Industrial University of Ho Chi Minh City. Today,
it stands as one of Vietnam’s major educational and training institutions.

VISION
The university aims to become a leading institution in Vietnam, pioneering in education, applied
research, technology transfer, and innovation. Its goal is to rank among the top 10 universities in
the country, offering training programs that emphasize practical application and meet the real-
world needs of society. Additionally, the university strives to advance technology transfer and
innovation by developing new ideas, fostering improvements in technology transfer, supporting
startups, and collaborating on the commercialization of scientific products.
MISSION
The university aims to provide high-quality human resources with the capability, qualities, and
international integration needed to contribute to the country's socio-economic development.
High-quality human resources possess professional qualifications that meet societal demands,
along with creative thinking and entrepreneurial skills. Individuals are expected to have strong
moral values, compassion, a passion for research and learning, logical thinking, innovative ideas,
a focus on safety, a spirit of collaboration, and a responsible work ethic. International integration
is also emphasized, with graduates expected to adapt to global environments and possess foreign
language and IT skills to quickly access modern knowledge and technologies. By enhancing
labor productivity and meeting the demands of both domestic and international markets, these
high-quality human resources will contribute to enriching the intellectual and economic life of the
country, promoting professional activities, and supporting community services, thereby driving
the nation’s socio-economic development.
STRATEGIC OBJECTIVE
Industrial University of Ho Chi Minh City focuses on improving education, research, and
technology transfer by enhancing graduate employability, internationalizing programs, and
advancing research collaborations. Additionally, the university aims to build a modern
educational environment, promote community engagement, and attract high-quality human
resources while ensuring stable, sustainable investment and revenue growth.
The campuses:
Main Campus (Ho Chi Minh City):

- Address: 12 Nguyen Van Bao Street, Ward 4, Go Vap District, HCMC

- Tel: (08) 38940390 Fax: (08) 38946268
- Website: http://www.iuh.edu.vn
- Email:
 Industrial University of Ho Chi Minh City: [email protected]
 Office of Planning and Finance: [email protected]
 Office of Human Resources and Administration: [email protected]
 Office of Academic Affairs: [email protected]
 Office of Admission: [email protected]
Quang Ngai Campus:

- Address: 938 Quang Trung Street, Quang Ngai City

- Tel: (055) 3250075, (055) 3713858- Fax: (055) 3713858
- Website: http://www.qn.iuh.edu.vn
Thanh Hoa Campus:
- Address: Quang Tam Commune, Thanh Hoa City, Thanh Hoa Province
- Tel: (037) 3675092 – Fax: (037) 3675350
- Website: http://www.iuh.edu.vn/thanhhoa/
FACULTY
Faculty of Mechanical Technology
Faculty of Information Technology
Faculty of Electrical Engineering Technology
Faculty of Electronics Technology
Faculty of Automotive Engineering Technology
Faculty of Accounting and Auditing
Faculty of Finance and Banking
Faculty of Business Administration
Faculty of Garment Technology and Fashion
Faculty of Heat – Refrigeration Engineering
Faculty of Fundamental Science
Faculty of Chemical Engineering
Faculty of Commerce and Tourism
Faculty of Foreign Languages
Faculty of Civil Engineering
Faculty of Political Theories
Faculty of Law
INSTITUTION
Institute of International and Postgraduate Training
Institute of Environmental Science, Engineering and Management
Institute of Biotechnology and Food Technology
CENTER
Foreign language Center
Centre of National Defence and Physical Education
Student counseling and support center
Library Center
Information and Communication Center
Center of System Management
Research and Development for Industrial Technology – Machinery Center
MAJOR
Finance and Banking, Information Technology, English Linguistics, Food Technology,
Electronics and Mechanical Engineering, Telecommunications – Electronics Engineering,
Business Administration, International Business….
3.2 FACULTY OF FOREIGN LANGUAGES (FFL)

Official name: KHOA NGOẠI NGỮ

English name: Faculty of Foreign Languages
Abbreviated name: FFL
Slogan: "English is the key to success"

Website: FFL.IUH.EDU.VN
- Tel: (028)38940390, Ext: 151 - Fax: (028)38946268
- Email: [email protected]

HISOTRY

FFL was established in 2005 under the direct management of IUH. Since then, the BEL
programme has recruited students continuously and was subjected to annual minor
adaptations and two latest major revisions in the academic years 2014-2015 and 2018-2019.
While a number of universities in Vietnam also offer BEL degree, our programme
differentiates itself by matching it to stakeholders’ demands, and keeping up to date with
trends in English teaching and translating/interpreting jobs. Importantly, the programme is
highly flexible and transferable so that the graduates can adapt themselves to other related
working contexts easily. Our programme also provides special student support throughout
from application, graduation, to post graduation.
Vision

The Faculty's vision is to diversify training programs and methods while continuously improving
the quality of education to meet the growing demands for foreign language skills, both from the
school and the increasing need for qualified professionals in the field. Additionally, the Faculty
aims to establish itself as a prestigious foreign language institution in Vietnam and across Asia to
address the workforce needs of society.

By 2020, the Faculty seeks to develop and complete its university training programs, ensuring
they meet national and international standards. Furthermore, there is a strong focus on expanding
scientific research to enhance language studies, cultural understanding, and foreign language
teaching methods.

The goal is to become a leading center for foreign language training in the region and one of the
most sustainably developed faculties, significantly contributing to the brand and reputation of the
Industrial University of Ho Chi Minh City. To achieve these goals, the Faculty has been making
considerable efforts.

Mission

- Providing training and enriching human resources with proficient foreign language skills
and knowledge, a positive mindset, and a dedication to continuous learning, enabling them to
efficiently adjust to the evolving work environment.

- Contributing to the OVERALL development of IUH as well as the economic, cultural,

and social development of Ho Chi Minh City and the entire country through the training and
provision of a workforce based on societal demands.

TRAINING OBJECTIVES:

The program aims to train English majors with the knowledge, professional skills, political
qualities, ethics, work conduct, and good health needed to work effectively in English-related
fields, meeting the demands of society and the economy in the context of international
integration. Students are provided with a broad understanding of English language, culture,
society, and British-American literature. The program also develops students’ English
communication skills to a relatively proficient level for both social and professional contexts.
 Additionally, it equips students with the necessary expertise to work effectively in fields such
as teaching, translation-interpretation, business, economics, and social activities.
Furthermore, students are trained in soft skills and a positive attitude, including effective
learning strategies for self-study, to continuously enhance their knowledge and language
proficiency, while also beginning to develop scientific research skills.

ORGANIZATION STRUCTURE

The faculty currently consists of 69 full-time staff members who possess all necessary
qualifications required for the BEL programme and supporting other faculties in the
university to teach General English. After 18 years of continuous development, FFL-IUH has
provided thousands of BEL graduates for Vietnam labor markets. The BEL graduates are
trained to work effectively and efficiently as teachers, translators, interpreters and other
English related professionals in both public and private sectors.

1. SIGNIFICANCE OF INTERNSHIP

My recent 3-month internship has left me with beautiful memories and valuable lessons. It
wasn't just a practical experience; it was an opportunity to delve deeper into my passion for
teaching.

This internship helped me gain a clearer understanding of a teacher's role. I learned about
the preparation involved in running a class, from designing materials to delivering lessons in
a lively and effective way. What impressed me the most was the ability to motivate students.
I realized that a successful lesson relies not only on knowledge but also on how a teacher
connects with students and ignites their enthusiasm for learning.

Moreover, my communication skills improved significantly. During my internship, I had the

chance to interact with many students and fellow teachers. Engaging in conversations and
addressing students’ questions taught me the importance of listening and understanding their
needs. I felt excited when I saw my students making progress, and that served as a great
motivation for me to continue developing myself.

In addition to learning from the students, I connected with experienced instructors. Our
conversations and exchanges of ideas opened my mind to new insights and fueled my
ambition to strive harder in my teaching career. These practical lessons have been
invaluable in helping me clarify my career path.

Ultimately, this internship has strengthened my determination to become an English teacher.

The joy of witnessing my students advance and sharing my passion for language learning
with them makes this work truly meaningful. In conclusion, this internship was not merely a
phase in my studies; it was a solid stepping stone toward the teaching career I aspire to
pursue.
CHAPTER 2: THE INTERNSHIP ORGANIZATION
1. CULTURE, IDENTITY, AND IMAGES

- International name:

My Du English

- Logo:

- Established: 2015
- Address:51 Đường số 2, Phường Phước Bình, Thành phố Thủ Đức, Thành phố Hồ Chí
Minh, Việt Nam
- Email: [email protected]
- Website: myduenglish.com
- Tel: 0919 309 322 – 0907 897 353

Mission
The mission of Anh Ngữ Mỹ Du is "To train a generation of outstanding Vietnamese youth,
equipped with sufficient professional knowledge to stand alongside students from developed
nations, possessing practical life skills, a correct worldview, a sense of global citizenship, and the
confidence and capability to integrate into the world’s education system."

Vision
AVA's vision is aimed at developing students into individuals who:

 Develop in a well-rounded manner.

 Possess a solid foundation of academic knowledge and effectively integrate into
international education.
 Are equipped with public speaking skills, leadership abilities, and teamwork capabilities.
 Are confident, ambitious, and strive to achieve their goals.
  Behave appropriately, are honest, have high self-esteem, and always respect those around
them.
 Are responsible for their own rights and well-being.

IMAGES:
2. PRODUCT AND MARKET SITUATION
2.1 Product

My Du English is a distinguished language center dedicated to providing high-quality English

education for students ranging from preschool to high school. The center is committed to
fostering comprehensive English proficiency, offering various programs tailored to meet the
specific needs of each age group.

The curriculum at My Du English includes:

 Preschool English (4-7 yrs): This program is specifically designed for young learners to
develop foundational language skills through engaging and interactive activities.
 Children’s English (G2-5): Aimed at enhancing children's speaking, listening, reading,
and writing abilities, this program establishes a solid groundwork for future language
acquisition.
 Teenage English (G6-9): This course focuses on advancing language skills for teenagers,
preparing them for more complex usage of English.
 Entrance Exam Preparation (Grades 6-10, National University): This program equips
students with the necessary skills and strategies to excel in entrance exams, facilitating a
smooth transition to higher education.
 IELTS Preparation (Scores 5.0-8.0): A specialized course designed for students
aspiring to achieve high scores on the IELTS exam, focusing on test strategies, practice,
and assessment.
 One-on-One Super Tutor: Personalized tutoring sessions that cater to individual
learning needs, providing targeted support to enhance language skills effectively.

With a team of qualified and passionate instructors, My Du English creates a nurturing learning
environment that fosters student engagement and promotes academic success. The center’s
innovative teaching methods, combined with modern facilities, ensure that students receive a
comprehensive English education.
2.2 Market Situation

In today’s interconnected world, English proficiency has become increasingly essential for
academic and professional success. The demand for quality English language instruction is rising,
particularly in urban areas like Ho Chi Minh City, where parents seek to provide their children
with a competitive edge in the global job market.

My Du English operates within a vibrant and competitive landscape, responding to the growing
need for effective English language training. As the education sector shifts towards international
certification programs such as IELTS and TOEFL, there has been a notable increase in the
number of English language centers, intensifying competition among language providers.

Positioned as a reputable mid-range language center, My Du English focuses on delivering

tailored educational experiences that meet the diverse needs of its students. The center prioritizes
flexible course offerings, ensuring accessibility for all learners. Despite the competitive
environment, My Du English distinguishes itself by emphasizing the quality of its programs and
the dedication of its educators, who are committed to supporting students throughout their
learning journey.

With a strong emphasis on creating a dynamic and engaging learning atmosphere, My Du English
continuously updates its curriculum and teaching methodologies to reflect current trends and best
practices in English language education. This commitment to excellence has helped the center
establish a solid reputation, attracting a growing number of students eager to enhance their
English skills.

Overall, My Du English is well-positioned for continued success in the ever-evolving English

language education market, with a clear vision to empower students and equip them with the
skills necessary for their future endeavors.

Competition Analysis

In the context where English has become an essential requirement for career advancement and
daily life, My Du Language Center has made relentless efforts to establish its position in the
foreign language education market. The center is not merely a place to provide language
knowledge but also a dynamic learning environment where students can develop holistically in
both skills and mindset.

One of the prominent advantages of My Du is its high-quality teaching staff, who possess
extensive teaching experience and excellent communication skills. They are not just knowledge
providers but also companions in the learning journey of the students. The enthusiasm and
dedication of the instructors create a friendly and encouraging learning atmosphere, helping
students feel comfortable and more confident.

My Du adopts innovative teaching methods that combine theory with practical application,
enabling students to easily absorb knowledge. The integration of technology in the classroom,
such as interactive boards and educational software, not only fosters interest but also enhances
learning effectiveness. Students are encouraged to participate in real communication activities,
helping them apply English naturally.

The center emphasizes creating a welcoming and comfortable learning space. Modern facilities,
including spacious classrooms equipped with necessary tools, aid students in focusing more on
their studies. A positive learning environment encourages students to explore and develop their
English language skills.

My Du offers a diverse range of English courses for all age groups and is flexible in organizing
classes to suit the needs and schedules of each student. This flexibility allows learners to easily
find the most suitable course for themselves, from preschool English to IELTS preparation.

The center is committed to supporting each student in their personal development, not only in
language but also in life skills and mindset. Extracurricular activities and cultural exchange
programs are regularly organized, helping students broaden their knowledge and social skills,
thereby boosting their confidence in communication.
CHAPTER 3: TASK, PROJECTS AND ACTIVITIES
Position: Teaching Assisstant
During Grade Responsible for: Grade 1
Time Present: 16:45 at the center
Start of Class: 17:30
End of Class: 19:30

16:45-17:30 Preparing the Classroom and Welcoming Students

Before each class begins, I arrive at the center at 5:00 PM to get ready for the lesson. The first
task is to tidy up and arrange the classroom, ensuring that the desks and chairs are neat and the
environment is clean. I check all teaching equipment, such as the projector and whiteboard, and
prepare textbooks and necessary materials for the lesson. When the students arrive, I greet them
with a friendly smile, helping to create a comfortable atmosphere. I also assist them with
registration and encourage them to chat with one another to ease any nervousness.

17:30-17h:45 Checking Attendance and Stabilizing the Class

Once all the students are present, I take attendance to record the number of students attending.
This helps me track who is in class and who is absent. I remind students about classroom rules,
which helps them settle down and get ready for the lesson.

17:45-19:00 Supporting Instruction and Answering Questions (1 ảnh)

As the class begins, I assist the teacher in delivering the lesson by monitoring and supporting
students throughout the learning process. I move around the classroom, ready to answer any
questions students may have. If any student struggles with understanding a concept, I patiently
explain it again, using specific examples to clarify. Additionally, I check and correct students'
assignments, providing feedback and guidance to help them improve.

19:00-19:15 Summarizing and Reporting After Class

After the lesson ends, I take time to summarize the key points of the class and note any
difficulties that students faced. I write a short report on the class's performance and submit it to
the management team. This not only helps me understand the students' learning progress but also
allows the teacher to adjust their teaching methods to better meet the students' needs. With each
working session, I feel my skills as a teaching assistant grow, and my passion for this job
deepens.

2. PROJECT TAKS AND ACTIVITIES:

1. Mid-Autumn Festival (Gift Distribution for Students)

To celebrate the Mid-Autumn Festival, the center organized a gift distribution event for
students. My responsibilities included planning the activity, preparing the gifts, and
creating a joyful atmosphere for the children. On the day of the event, I assisted in
handing out the gifts, creating opportunities for students to interact and share happiness
with each other. This event not only brought joy to the students but also helped
strengthen friendships within the class.
2. Organizing Painting Activities for Students
The painting activity was organized to encourage creativity and develop the artistic skills
of the students. I participated in preparing necessary materials such as paper, paints, and
other drawing supplies. Additionally, I encouraged the students to share their artworks
with one another, creating a fun and creative learning environment.
3. Celebrating Vietnamese Women's Day for Teachers
On the occasion of Vietnamese Women's Day on October 20th, all the teachers at the
center participated in a thank-you meal to honor the female educators. During the event, I
expressed my gratitude and appreciation for the efforts and dedication of the teachers.
The thank-you meal not only celebrated the female teachers but also fostered a friendly
and cohesive atmosphere within the center.
CHAPTER 4

REFLECTION
1. REFLECTION ON DEVELOPED WORKING AREA AND SKILLS

Throughout my internship, I realized that teaching is not merely about conveying knowledge but
also about employing skills in lesson planning, classroom management, and effective instruction.
This insight allowed me to create an engaging learning environment, connect theory with
practical activities, and leverage teaching aids and online tools to make lessons more dynamic
and effective.

Classroom Management Skills

Through my observations and experiences in various classrooms, I learned that effective
classroom management is essential for establishing a positive learning environment. A teacher
must engage students and maintain enthusiasm throughout the lesson. I noticed that some
students tended to be distracted or lose focus, so I developed strategies to better manage
classroom dynamics. For example, I arranged seating according to each student's abilities, which
encouraged interaction and collaboration during group discussions. I also adopted a horseshoe
seating arrangement for open dialogues, facilitating eye contact and encouraging participation.
This arrangement helped create a welcoming space where students felt comfortable sharing their
thoughts and connecting with the lesson content.

Time Management Skills

During my internship, I learned from experienced teachers the importance of organizing lesson
time effectively. When planning lessons, the teachers carefully allocated time for each section.
For instance, they spent the first five minutes warming up to review prior knowledge and
energize the classroom atmosphere. This was followed by 20-30 minutes of direct instruction on
the main topic, with the remaining time dedicated to interactive activities that reinforced
learning. This structured approach ensured that essential content was covered, while still
allowing students ample time for practice and peer interaction. When I applied this strategy, I
found that students stayed engaged and were better able to retain the information.

Teaching Skills
The internship provided me with practical experience that significantly improved my teaching
skills. I learned to apply various instructional methods tailored to students’ different learning
levels. This included using games, hands-on activities, and group work to accommodate various
learning styles. For example, I integrated games and quizzes into my lessons, which not only
made learning enjoyable but also encouraged active participation. Additionally, I learned to give
constructive feedback to help students continually improve. If I noticed that students were
struggling to understand a concept, I adapted my teaching approach to make it more accessible.
For example, when introducing complex vocabulary, I created visual flashcards that combined
images with words, making it easier for students to comprehend and remember new terms.

Communication Skills
Effective communication is crucial for creating a lively and interactive learning environment.
Besides implementing engaging teaching methods, I frequently approached students before and
after class to chat about their lives, which made them feel valued and close to their teacher. This
helped foster confidence, encouraging students to interact more during class, feel comfortable
raising their hands to answer questions, share ideas, and ask for clarification whenever they
needed it.

Problem-Solving Skills
During my internship, I encountered various challenges in the classroom, and developing
problem-solving skills became essential for addressing unexpected situations. For example, I
dealt with instances where students refused to participate or caused disruptions. By analyzing
each situation, I learned to assess the underlying reasons for their behavior and implement
effective solutions. When students acted out, I remained calm, addressed the behavior
constructively, and redirected their attention back to the lesson, thus reinforcing a positive
learning environment. This experience has helped me become more confident in managing
classroom dynamics.

This internship has provided me with invaluable experience and insights, and I am eager to
continue developing these skills as I pursue a career in teaching.

Negotiation Skills

As a teaching assistant, I often faced conflicts or misunderstandings among students. Developing

negotiation skills became essential for fostering effective communication and resolving issues.
For instance, when students were reluctant to engage in group work or were distracted by off-
topic conversations, I utilized negotiation techniques to encourage participation. I explained the
importance of teamwork and the benefits of collective learning, convincing them to stay focused
on the task at hand.

In instances where students were resistant, I employed a collaborative approach, inviting them to
share their concerns and suggesting compromises. This method not only resolved conflicts but
also empowered students to take ownership of their learning.

2. Reflection on Personal Development During the Internship

The internship at Mydu not only contributed to my professional development but also played a
crucial role in my personal growth. One of the most important lessons I learned was the value of
active listening and observation. By observing how other teachers conduct their lessons, interact
with students, and handle various situations, I gained practical experience that helped me refine
my approach to teaching. I realized that listening to students is just as important as teaching
them, as it creates a more inclusive and supportive learning environment.
Another significant improvement was in my confidence and communication skills. Initially, I felt
unsure when faced with classroom challenges, but as I gained more experience in handling
student issues, I became more confident and assertive. This confidence extended beyond the
classroom, allowing me to interact more effectively with colleagues and parents.

Additionally, the internship helped me develop discipline and self-reliance. I learned to organize
my time efficiently, plan lessons independently, and take initiative without needing constant
supervision. This experience taught me the importance of being proactive and taking
responsibility for my work in a professional setting.

In conclusion, my internship at Mydu English Center was an invaluable experience that not only
strengthened my teaching skills but also fostered my personal development. The discipline,
flexibility, and confidence I gained during this time will undoubtedly benefit me in my future
career as an educator.
CHAPTER 5

CONCLUSION
Based on my time at Mydu English Center, I would like to offer a few suggestions that could
further enhance the internship experience for future interns.

Firstly, I believe it would be beneficial to provide more opportunities for interns to observe
experienced teachers in action. Observing seasoned professionals as they navigate classroom
management, lesson delivery, and student engagement is an invaluable learning tool that could
be incorporated more extensively into the internship program.

Secondly, offering interns more structured feedback sessions would be helpful. While I received
informal feedback throughout my time at the center, a more systematic approach—such as
weekly or bi-weekly evaluations—could provide interns with clearer guidance on areas for
improvement and help track their progress more effectively.

Lastly, I suggest integrating more interactive teaching tools and technology into the classroom.
With students becoming more digitally engaged, leveraging technology such as smart boards or
educational apps can make lessons more dynamic and engaging. This will not only benefit
students but also give interns exposure to modern teaching methods.

2.2 Suggestions for the Faculty of Foreign Languages

As a student in the Faculty of Foreign Languages at the Industrial University of Ho Chi Minh
City, I would like to offer a few recommendations for improving the internship preparation
process.

Firstly, I suggest incorporating more practical teaching simulations within the curriculum before
students embark on their internships. While theoretical knowledge is essential, having more
opportunities to practice teaching in a controlled environment would build confidence and reduce
the anxiety that many students feel during their first internship.

Secondly, I suggest offering more specialized training sessions or workshops during the
internship to enhance the overall experience. While the two-month period was beneficial,
additional focused sessions on specific aspects such as classroom management, lesson planning,
or student assessment would provide interns with a more comprehensive understanding of the
teaching process and better prepare them for real-world challenges. These targeted sessions
could help bridge any gaps in practical knowledge and further refine the interns' skills.

Finally, I recommend including a soft skills development module within the internship
preparation process. Communication, time management, and conflict resolution are vital skills
that are often learned through experience but could be introduced earlier through workshops or
simulations.

In conclusion, my internship at Mydu English Center has been a transformative experience,

allowing me to grow both professionally and personally. The insights gained during this period
will undoubtedly guide me as I continue my journey in education. I hope these suggestions will
help future students and interns maximize their experiences and benefit from all that this
program has to offer.