Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh

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Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh danh cho các bạn Ngôn ngữ Anh nhé, đây là mẫu Internship Report được nhiều bạn sinh viên ngành Ngôn Ngữ Anh quan tâm nhiều nhất, bởi số lượng lớn sinh viên thực tập tại các trung tâm Ngoại nGỮ  Các đề tài thực tập tại trung tâm Anh văn về trợ giảng, giảng dạy mình đã chia sẻ mấy bài rồi, nay mình thêm gió mới cho các bạn có thêm tài liệu để không bị trùng đề tài nhé.

LƯU Ý Trong quá trình làm bài Báo cáo thực tập các bạn gặp khó khăn về thời gian hay tìm kiếm công ty thực tập, không thể hoàn thành bài làm hãy liên hệ với mình để được hỗ trợ qua https://zalo.me/0909232620 

Mục lục

CHAPTER 1. COMPANY BACKGROUND – Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh

1.1 History and development

Atlanta Language Educator or Trung tâm Ngoại ngữ Á Lan Đai opened their first English classes on October 1st, 2007. A year later, in December 2008, they officially and successfully launched English Language Search System called A.T.E.S.S which takes responsibility of checking each student’s entrance English level by inquiring them to take the tests provided by many prestigious and globally-recognized organizations such as Cambridge and ETS Institute, Longman, Oxford and other well-known publishers. Such a system provides them with objective and quick results so that they can design appropriate courses for their students. 

Atlanta Language Educator has mainly provided their students with many 60-hour English Communication courses (Ielts courses from band 3.5 to 6.5), 12-week English for Kids courses (Starters, Movers and Flyers) and those for Teenagers (Young Learners). Thus far, they have successfully taught, assisted their students in learning throughout these courses and offered other educational programs in order to offer the best experiences and good results to their beloved students. (Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh)

1.2 Mission and vision – Internship Report Trợ Giảng tại trung Tâm tiếng Anh

With the mission and vision of bringing benefits, differences and professionalism in education and consulting services to Vietnamese students, Atlanta Language Educator always makes endless efforts to build a standard school environment with well-qualified English teachers and teaching assistants. By applying “Atlanta Mind Map”- teaching and applying English using a mind map designed privately, their teachers find it more effective in delivering the lessons and students are capable of absorbing easier as well. Besides, one of the differences of all classrooms from those in public schools and other English centers is that they are designed based on familiar places in life such as coffee shops, parks, forests, etc. Atlanta expects to offer their students friendly and comfortable studying environments in order to better their learning process and stimulate creativity as well as new ideas. In addition, by using round tables addressing the matter of difficulties in moving when students join activities, they have more opportunities to work in groups in which new relationships and teamwork skills are developed.

Furthermore, Atlanta primary priorities are their students’ results and experiences; thus, they always provide free courses on grammar, listening, speaking and pronunciation. Not only English teachers and teaching assistants but also academic staff is always ready to support and assist students conscientiously with their homework and lessons throughout their courses to guarantee that they can keep track of work. 

1.3 The organization structure – (Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh)

There are 2 branches of Atlanta Language Educator in Ho Chi Minh City located at 01 Hoa Dao Street, 2 Ward, Phu Nhuan district and at 236 Nguyen Thi Minh Khai Street, 6 Ward, District 3.

The head of Atlanta struture is a CEO managing and supervising the whole company operation, an Academic Manager and a Consultant Manager being responsible for quality management in both branches, Consultants and Academic Staffs who are in charge of controlling activities of teachers and teaching assistants. Other departments also make great contributions to company’s growth and development.

Sơ đồ tổ chưc tại trung tâm Anh ngữ
Sơ đồ tổ chưc tại trung tâm Anh ngữ


CHAPTER 2. DEPARTMENT – Báo cáo thực tập Ngôn ngữ Anh Trợ Giảng tại trung Tâm tiếng Anh

2.1 Basic information of academic department

Atlanta Academic department activities of two branches are under control of academic manager- Mr. Hieu. The total academic staff is eight in which there are four staffs including one team leader in each branch.

2.2 Department function in company

The fundamental function of the academic department is controlling activities of classes in general, teachers and teaching assistants in specific.

Academic staff is in charge of sending course information and timeline to teachers and teaching assistants via Gmail before these classes are officially opened. By monitoring cameras, they will check if teachers strictly follow the courses or teaching assistants complete all assigned tasks well and whether there are serious class issues so that they can have immediate solutions. Moreover, academic staff’s frequent attendance is required in order to follow and inform new teachers of any inappropriate matter.

With students needing extra help in keeping track of lessons, they are responsible for assisting them with more exercises. In addition, their responsibilities include notifying students’ parents the test date, designing the test format and invigilating students doing both midterm and final tests, then sending the results to them. (Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh)

CHAPTER 3. BASIC CONCEPTS – Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh

3.1 Basic concept of education

Education has a positive influence on almost all aspects of life as it provides the foundation of advancement in which national economic and social well being is built on.

It is said that the level of education highly correlates with that of national income, the one caused the other. Better education results in greater compensation and becomes fundamental (although not always sufficient) requisite for long-term economic growth (IIASA[1], 2008). In 2012, UNESCO claimed: “for every US$1 spent on education, as much as US$10 to US$15 can be generated in economic growth and if 75% more 150year-old of forty-six of the world’s poorest countries were to reach the lowest OECD[2] benchmark for mathematics, economic growth could improve by 2.1% from its baseline and 104 million people could be lifted out of extreme poverty”.

Additionally, substantial investment in human capital is required for a sustainable national economic growth as well, by that rationale; education is one of the prior national policies and “educational policies are initiatives mostly by governments that determine the direction of an educational system became”- Okoroma said (2000) as well as being considered as a backbone of that country since its mission lies mainly within economic acceleration.

In many ways, education has its own definition such as Aristotle, a Greek philosopher and polymath also stated: “education is the process of training man to fulfill his aim by exercising all the faculties to the fullest extent as a member of society”.  Nevertheless, in this internship report, the reporter headed toward to the academic viewpoint that education is a teaching and learning system aiming to socialize individuals and maximize their development.

3.2 Basic concept of teaching and English teaching           

On the occasion of World Teacher’s Day, UNESCO Director-General Irina Bokova, International Labour Organization (ILO) Director-General Guy Ryder, United Nations Development Programme (UNDP) Administrator Helen Clark, and Education International General Secretary Fred van Leeuwen all stated: “Teachers not only help shape the individual futures of millions of children; they also help shape a better world for all,” (2016).

In today’s contemporary society, teaching has consolidated its position more and more professionally and stayed current with rapid development. The following chart below illustrates how education enlarged in the world and led to a flourishing of the teacher numbers across all levels of education (Roser, M. 2017).

Sequeira defined teaching in ‘Introduction to concepts of learning and teaching’ (2012) as a set of events, outsides the learner which are designed to support internal process of learning.

According to UNESCO Institute for Statistics (2016), it is estimated that we will need 69 million new teachers by 2030 to meet education goals. In 2020, John Knagg attending TESOL 2014 as a leader representatives of British Council claimed that the number of English language learners worldwide is up to 1.5 billion” (Bentley, J. (2021)), hence; there is high demand for English teaching simply explained as teaching English for non-English speakers in many nations around the world. To be more specific, English education field is divided into two types: English as a second language (ESL) and English as a foreign language (EFL), as a result; to be well-qualified enough to apply for English teaching position, teachers should achieve at least one of these certificates: Teaching English as a Second Language (TESL), Teaching English as Foreign Language (TEFL) and Teaching English to Speaker of other Languages (TESOL).

In general, these courses have the same purposes that is providing teachers with the necessary skills required to teach non-English speakers, nonetheless; the intended teaching location is their difference in which TESL is for students living in a nation where English is not their native language, TEFL is for ones of foreign language living in a native-English speaking countries and TESOL assists teachers intending to teach in both non-native English countries and within English speaking ones (Montrose, B., 2015). 

3.3 Basic concept of grammar and English grammar

We effectively communicate in language together thanks to grammar as Tomalin, B. said (2018): “Grammar is how we link words to express meaning. And we do that by forming sentences”.

To define grammar- the structure and system of a language, in “Defining Grammar: a critical primer” (2004), Wilcox, K. M. suggested: “Grammar can mean a system of rules which allows the users of the language in question to create meaning, by building both meaningful words and larger construction of sentences”. Crystal, D. wrote in “In Word and Deed” (2004): “Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English.”

In this internship report, she focused on basic grammar such as tenses, prepositions, different clauses, etc. (Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh)


CHAPTER 4. JOD DESCRIPTION – Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh

4.1. General main responsibilities and duties

Atlanta English teachers are required to use 80% English in order to create English-speaking environment for children when teaching separate skills including Grammar, the reporter’s task.

In general, her primary responsibilities were to ensure that the teaching progress followed up the private courses and to guarantee educational quality involving planning and preparing lesson plans that meet core objectives and principles and delivering lessons using differentiated techniques that were appropriate to students’ levels and met their diverse needs in specific. In the same way, she took upon herself to supervise each teenager’s performance and modify instructional methods to meet individual demand effectively when necessary as well. Additionally, all the students’ quizzes, mini-tests, midterm and final tests must be corrected exactly and sent to the academic department right after each lesson finished. Equally important, to meet the requirement of providing stimulating and productive learning environment, she also designed and implemented numerous activities requiring working mostly in groups during their study focused mainly on the vocabularies, e.g., guess the words, hangman, stop the bus, etc. in order to promote enjoyment of learning and diminish tiredness.

Together with all mentioned tasks, she was also responsible for writing daily report using Zoho projects application about lesson content, students’ attitude and teaching assistants’ support evaluated on a 5-point likert scale. Every her recommendation or suggestion would always be taken into account as they might make great contributions to company’s growth and development. Besides, she was required to attend every training section and a parents/teacher conference at the end of each course to review students’ progress and inform new course information. In conclusion, all responsibilities would be held professionally and efficiently so that she could complete assigned tasks in the manner of a well-qualified English teacher and in detail, they are listed below.

4.2. Job description in details – (Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh)

A day prior to the class get started, the internship reporter is to prepare and design thoroughly detail contents and activities as the below-mentioned lesson plan, which is developed to conform to the planned course outlines, focused on the complete theoretical grammar point then practice grammatical written exercises based on week units extensively and thoroughly or sometimes, her own extra exercises and activities (if needed on account of the limited learning time).

Lesson plan form:

Intended timeTeacher activitiesStudent activities
At the beginningwarm greeting
At the beginning or at the end of the lesson depending on how long that day’s contents are and students’ learning progress–         Activities

+ Stop the bus (she asks students to find the words starting with letters given relating to 2-3 topics such as countries, school things and animals).

+ Hangman (she gives the number letters of a word so that they have to guess what it is one letter at a time to find out the word. If the guessing player suggests the letter that does not belong to the word, she will draw one element of a hangman’s gallows).

+ Guess the words (each teen will come to the board and explain the given word in English without using body language or saying that word so that the rest of students can guess. The number of words and score making depend on whether they play in groups or individually).

+ Tap the board (she writes down vocabularies they learnt before randomly on the board and asks each 2 student to listen to word’s description and quickly find it out to touch the board to win).

–         Score making

+ Team with highest score wins the game will get 1 stamp[3] for each team member.

+ Each student with correct answer will get 1 stamp.

 Grammar point
–         Write grammar points on the board and explain carefully

–         Ask students to give example to verify that they all understand

–         Listen , give example and take notes on notebook when teacher asks
Practice exercises
–         Check out new vocabularies, word forms and meaning

–         Ask students to do exercise and remind them to check answers when finish

–         Check the answers

–         Point out and explain some common mistakes

–         Write down these words on notebook

–         Do exercises in pairs, groups or individually following teacher’s instructions

–         Correct   their answers

–         Take note

At the end of the lesson–         Sum up and review quickly objectives of the lesson

–         Recap of that day’s lesson

–         Ask students to revise at home and give homework if needed

–         Listen and make questions relating to grammar point

Throughout that time, she always asked them to raise their hand to give their answers; and with each correct one, they could obtain 1 stamp, in which all stamps accumulated can be exchanged for presents such as toys or accessories exhibited in the main hall. When classes finished, she set them homework pointed on the course outline; it is uppermost that she consistently made compliments on their performance and encouraged them to make more positive effort.

The detail job description is the teaching model process that she applied into the real classroom to all assigned classes she was in charge during her internship at Atlanta and it repeated daily – the teaching model framework was standardized; hence, in this chapter, she would summarize the teaching internship duration according to her 2 grammar classes: HĐ6A MK03 (Movers 3) and HĐ6A FK02 (Flyers 2). All energetic and affable students from this class aging from 8-15 performed excellently in her class.

  • HĐ6A- MK03 (Movers 3) (Báo cáo thực tập Ngôn ngữ  Anh Trợ Giảng tại trung Tâm tiếng Anh)

The reporter took charge of her first grammar class- HĐ6A MK03 (Movers 3) on Monday, March 8th, 2021. They had schedules on Monday (5:45pm-6:30pm) and Friday (6:30pm-7:15pm). On the first day, she spent 5 minutes introducing herself to the students and had short conversation with them since it is considered as the most important part of any first class meetings, “break the ice” time, to get to know each other and create a more intimate atmosphere.

  • March

Objectives: in this month, the reporter’s main objective was grammar revision as this class almost finished their course and they were going to take the final test at the end of the month.

Content: Simple past, present continuous,  how to use would like, how about, have to, modal verbs (could, couldn’t, must, shall), V-ing, V+ Ving, prepositions of time and place and relative clauses (when and who).


After a quick warm greeting as usual, they frequently played ‘stop the bus’ in groups for around 10 minutes. She asked them to find one word for each topic starting with her given letters and explained the rules that only the answers from group raising their hand and saying “stop the bus” would be accepted. Not until students found that game monotonous and suggested playing another did she finally realize that it could get tedious if they kept playing the same game every day although it seemed fun all the time. Therefore, she let them play ‘hangman’ and thought about the topics in a second. She gave them clues and the number of letters of that word, then asked each person to guess the letter. They are intelligent enough to guess all words and fortunately, this game went quite auspicious although she did not plan. It was estimated to take her 15 minutes to have it done.

For the most part, she went through grammar points circumspectly and flexibly depending on the class situation and progress. As proof, with tenses, she wrote clearly each formula (affirmative, negative and question forms) on the board, then asked each teenager to give an example right after that. She also pointed out the most common mistake students made; for instance, the form of verb used after auxiliary verb (did) in negative form must be bare instead of verb in past tense. Another example was prepositions of time and place (in, on, at) lesson. She went into details of how to use it in standard expression; however, it took lots of time than expected as there are many ways to use them; as a result, she immediately told them to do the exercises questions relating to that one as a way to give examples before switching to another. In the lesson of present continuous and V+ V-ing, she went through the distinction between V-ing used in that tense and V+ V-ing, which are their positions and meaning. Instead of clarifying how they should use V-ing in present continuous in a separate part, she wrote the formulas along with that as well as the examples. Understanding that students could not follow and remember all kinds of verbs needing V-ing following behind, she selected some common verbs so that they could call to mind immediately.  At first, it seemed challenging; but then they could keep track of the process quickly thanks to her examples and detailed explanation.

In general, such knowledge was not too challenging for them to understand; hence, she had no difficulties struggling with this. Since this was her first time teaching this class without following their process from the beginning, she did not have to host a parent’s conference or make school reports when their course finished.

  • HĐ6A- FK02 (Flyers 2) (Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh)

She started this class on Friday, April 2nd 2021and had a schedule every Friday and Wednesday (8:15pm-9:00pm). The total number of students was 15; thus, she got help and support from 2 teaching assistants. In general, they could keep track of work quite well since all this knowledge had been leant before.

Objectives: she paid full focus on providing fundamental grammatical knowledge and made certain that they could comprehend and acquire these points thoroughly so that they could complete all exercises well.

Content: tenses (simple present, simple past, simple continuous, past continuous and present perfect), comparison (comparatives and superlatives), prepositions of time and place, infinitive of purposes and relative clauses


  • April and May

After 5 minutes for “break the ice” stage on the first day and daily 5-minute-greeting time, she undertook activities for them, mostly ‘guess the words’ as she expected them to have more chances to practice speaking and they found this game amusing. To stimulate their performance, she divided them into 4 groups to compete. Fortunately, this worked well due to their competitiveness. While this may be true, she was reminded it might not work for efficient class management by the academic leader as while one group was on game process, others would not listen; instead, they talked and did stuffs. Since that time, she has changed the rules that they would play individually so that all had to listen to give their answers and gain 1 stamp. Occasionally, she would be the person describing the words for them to guess and apart from stamp; they could get a candy for each answer. She found that this way not only could promote amusement but it was also appropriate for managing class. 

The teaching process was the same as class HĐ6A MK03; however, as she had experienced grammar teaching before, she had understanding on how to deliver these lessons more effectively and efficiently and how to deal with any class issues. She applied the equivalent method into teaching tenses since they had learnt before at other courses; thus, this was unchallenging for them to catch up with. They could quickly read all the formulas clearly and she also showed them how to remember these formulas and distinguish them. For example, they had to use V-ing whenever there is the word ‘continuous’ in the questions and put the verb to be ‘is, am, are’ if it is for present continuous and ‘was, were’ if it is for past continuous before V-ing. Additionally, tenses signal words would be shown as well to help them clarify better. It was the same for these rest lessons: relative clauses and prepositions. Such uncomplicated grammatical points made her effortless.

In the 45-minute lesson, comparisons could be seen as struggles for her to instruct since this knowledge was quite vast with 4 formulas divided into 2 main points: superlatives and comparatives, in which comprise of short and long adjectives. It seemed simple for students to differentiate between these adjectives; nevertheless, how to use these formulas was complicated for them to remember at once and applied into practicing. Barely 2 lessons on such knowledge were designed on the course; hence, she found it arduous to lecture. 

Since the class has pupils of 15 and on account of limited time, she could not follow each student to ensure that they all acknowledge, she called randomly to check their understanding of not only the formulas but also their exercise answers.



CHAPTER 5. FINDINGS AND EXPERIENCES – Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh


Teachers play an important role as the people shaping how children may form their future ahead. They provide them with motivation, purposes, set them up for success and inspire in them a drive to perform. English teachers, in present-time, contribute much more efforts and open up possibilities for students to take up promising job opportunities. For that reason, it is necessary for English teachers to equip themselves with complete and extensive academic knowledge along with skills. All these findings below are actually her strengths ameliorating her performances in internship duration. She will not only improve them but also enhance other skills

5.2. Knowledge – (Báo cáo thực tập Ngôn ngữ Anh Trợ Giảng tại trung Tâm tiếng Anh)

Although she had not attended any English Language Teacher Education class at university, she could complete her internship competently and conscientiously thanks to her language ability, English in specific. As a freshman, she found her English level atrocious and made constant efforts to surpass. It would not be an exaggeration to say that her English skills have improved considerably and remarkably during her studying at school thanks to English- speaking environment and listening and speaking modules school offered. She had to use English in most subjects; as a result, her speaking skill has been getting better and better so she took full advantage of that to use English as the main language in an independent way when teaching at Atlanta.

Besides, the grammar and pronunciation module learnt in the first year also benefited her throughout the process. Having a good English grammar foundation and exact pronunciation boosted her performance markedly. The ways to do research on the teaching materials and reading comprehension skills were as important as other parts which she absorbed at university. 

In general, all specialist knowledge meant a lot with her internship and report.


Time management skill and problem-solving one played a role in her successful teaching process. Thanks to all lessons taken in these skills, she knew how to prioritize the more important part of a lesson and came up with immediate solutions to deal with class issues.

By observing her teachers’ teaching process, she is acquainted with how to use appropriate words for students in a proper way. Besides, ways to have conversation with students and how to design PowerPoint to convey the lessons productively are essential manners she learnt and applied. Moreover, different ways to write a good email are worthwhile since her job involving working with staff mostly via Gmail.


She is studious and inquisitive that was her outstanding point at school and these characteristics have great influence on her. The quality of being confident and responsible possesses her ability in completing assigned tasks at school without any failure.  

5.3. Experiences (Internship Report Trợ Giảng tại trung Tâm tiếng Anh)

It is undeniable that what she absorbed at school made a great contribution to her successful internship duration. However, what she experienced, also known as her weaknesses, is more valuable to her future career as a well-qualified English teacher.


As mentioned above, she had not taken any English Language Teaching class before; she lacked this specialized knowledge. However, she had opportunities to acquire the basic knowledge through the training section held every month and predecessors’ experiences. It is more valuable to gain the grasp from observation and being taught than absorbing passively only from theory. Not only did she complement the valuable insight but she also enriched her grammar and pronunciation further. Importantly, she recognized that unlike the academic writing she learnt at school, she had to submit the daily reports with simply descriptive writing.


In terms of teaching, teaching language for students should be simple so that they could grasp easily and keep track. These lessons need designing as clear as it should be with more illustrations as teenager students could remember and recall more competently and they are at the age of better observing through pictures instead of academic knowledge like adults. In addition, more back-up activities should be prepared in case they were bored with prepared one.

At the outset, she found designing lesson plans tough as she did not know what she should do and how to make appropriate timelines for each activity. Recently, by learning from mistakes, she has become more proficient: set the specific objectives for each lesson and focused on how to deliver it productively with regard to knowledge and activities. During her internship, she could not manage class well in her first month on account of her meekness. By far, this situation has been at the stage of improvement thanks to her academic manager’s advice.

Communication and teamwork skills also meant a lot to her since thanks to them, she built personal relationships with many staff that helps her know other job opportunities and collaborate with them to finish tasks well, and they really made a great team.


In terms of attitude, it is important that she had the proactiveness in self-studying. She always took advantage of every advice from academic staff and teaching assistants. In spite of being inexperienced in this field, she was aware of being ready to adapt and learn new things or changes. Aside from that, one of the essential skills she gained was problem solving which is considered as the key in any environment or occupation.

CHAPTER 6. CONCLUSION AND RECOMMENDATIONS – Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh

6.1. Conclusion

Working in the education sector, Atlanta Language Educator’s main services are English courses (Starters, Movers, Flyers, Ket, Pet and Ielts) which serve crucial students’ needs. Their teachers and teaching assistants always have to go through a frequent training process every month to make sure that teaching quality are ensured. 

Throughout 12 weeks, the reporter seized favorable opportunities experiencing a professionally educational environment and building up personal relationships with experienced staff having youthful energy as well as enthusiastic students. What made her internship duration worthwhile were the knowledge and skills in teaching and competence in class management acquired.

Importantly, all theory, hard and soft skills learnt at school could be brought into reality and played a crucial role in her internship.  She perceived all her merits and defects in order to retain her educational and competitive advantages and eliminate the drawbacks and she should take notice of them whenever she applied to any other positions. 

6.2. Recommendations – (Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh)

After this precious time undertaking a teaching position at the Atlanta, the reporter is cognizant that she has various things needed to better herself in the way of pursuing an educational career from this time forth.

Her English needs improving time after time, especially speaking skill. Importantly, her voice should be clearer and softer since it is quite high- pitched and in the manner of a teacher, the voice expresses teachers’ enthusiasm and feelings at a particular time. When she could use it effectively, she could work in her favor and strengthen her personal and professional relationships. Pronunciation is also on her own recommendation list since it is an influential area for teaching. Besides, students need to be exposed more to the standard English environment; that is why there is a need for having pronunciation corrected. In a similar manner, she should acquire a good level of rest.

It is also important for her to enrich teaching knowledge and expertise. Knowing what students from different ages need and how they feel helps her come up with a definite lesson plan; since then, by developing her own teaching method and material, she would engage, challenge them at some point and keep their interest. She also has to be adaptable to work in an evolving environment and adjust her teaching methods according to the available resources and curriculum. Furthermore, she needs to have assessment ability which means evaluating her students’ process, recognizing their strength and weakness so that she can help them fill gaps in their knowledge and motivate them more. Other soft skills such as communication, problem solving and listening skills, etc. and personalities needed to be a good teacher (patience, empathy, etc.) are also required to be taken into consideration.

For those who are participating in English major, especially English teaching, these mentioned recommendations above are valuable for them to carry out. Every subject they are taking part in at school does wonder for their career in the future, in some ways. Determining the passion and paying full attention on knowledge and skills needed to improve themselves are essential. Apart from curriculum learning at university, they should seek more job opportunities, experience and find the core value; from that, they will discover their strengths to improve and weaknesses to get rid of. 

In conclusion, all her suggestions are the results of her worthwhile internship duration that should be taken into account.

REFERENCES -Báo cáo thực tập Ngôn ngữ Anh Trợ Giảng tại trung Tâm tiếng Anh

Bentley, J. (2021). Report from TESOL 2014: 1.5 Billion English Learners Worldwi

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GIỚI THIỆU VỀ ATLANTA LANGUAGE EDUCATOR. (2016). Retrieved from https://atlanta.edu.vn/aboutus/73/gioi-thieu-ve-atlanta-language-educator.html

Grant, C. (2017). The contribution of education to economic growth. Institute of Development Studies.

Nearly 69 million new teachers needed to achieve global education goals, UNESCO reports. (2016). Retrieved from https://news.un.org/en/story/2016/10/541902-nearly-69-million-new-teachers-needed-achieve-global-education-goals-unesco

Okoroma, N. S. (2006). Educational Policies and Problems of Implementation in Nigeria. Australian Journal of Adult Learning, vol 46 – 2, 246.

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Roser, M. (2017) – “Teachers and Professors”. Published online at OurWorldInData.org. Retrieved from https://ourworldindata.org/teachers-and-professors. (Báo cáo thực tập tiếng Anh Trợ Giảng tại trung Tâm tiếng Anh)

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[1] International Institute for Applied Systems Analysis

[2] The Organization for Economic Cooperation and Development

[3] written on the form of line on the board next to their names

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