Tiêu đề REPORT FOR REFERENCE.pdf ✅

INTERNATIONAL UNIVERSITY DEPARTMENT OF ENGLISH INTERNSHIP 1 – REPORT (Oriented discipline: ENGLISH TEACHING) Student : Student ID : Advisor : January 2022
1 I. DESCRIPTIONS/ OBSERVATIONS 1. TEACHING INFORMATION This Internship 1 report delineates my observation in an Intensive English 2: Listening and Speaking class. This class belongs to the Intensive English programs organized by International University and the University of West of England. Intensive English classes of the International University and the University of West of England are organized with the aim to provide help for the students in meeting the English level requirements to study their majors at International University in fully English. On Thursday morning of October 28th in 2021, I had the opportunity to observe an Intensive English 2: Listening and Speaking class for three hours and forty minutes from 8:00 AM to 11:40 AM. This was a class of group 6 arranged by the Office of International Academics of International University. The teacher of the class was Mr. Andrew Thompson - a native English speaker from London. There were a total of twenty-eight students and all of whom were the K21 freshmen of International University; therefore, their ages were around 18 years old. Most of the students were active and could use basic English to communicate with classmates and their teacher. Their level of proficiency was B1 based on the estimation of the teacher on the students’ IELTS band of around 4.5 to 5.0. The coursebook that was being used in the class was Prism 2: Listening and Speaking combined with IELTS Listening and Speaking digital handouts to practice the two skills for students. The title of the lesson was Unit 3: Transportation focused on Listening and Speaking skills including three main parts. First of all, Mr. Andrew started the class with an IELTS listening lesson on A City Tour. Understanding Locations - Map Labeling, Note Completion. Secondly, Mr. Andrew led his students to an IELTS speaking lesson on Transport and Commuting. Lastly, Mr. Andrew ended the class with a lesson in the coursebook Prism 2: Listening and Speaking - On Campus on page 78 and 79. The teacher mainly applied Communicative Language Teaching combined with the flexible application of Task-Based Language Teaching as the core English Teaching Approaches and Methodologies in his Listening and Speaking class. The duration of the class lasted for four periods (8:00 AM to 11:40 AM). In terms of teaching aids, Mr. Andrew had used PowerPoint slides, digital handouts and audio aids such as recordings to conduct his Listening and Speaking class.
2 2. PROCEDURES Let’s first describe the procedure of Mr. Andrew’s class. At the beginning of the class, Mr. Andrew started the lesson by checking his students’ attendance as well as greeting them when he called their names. After finishing checking attendance, he introduced to the students the title of the lesson for the class that day which was Unit 3: Transportation focusing on Listening and Speaking skills including three main parts as described above. He first started teaching listening with the topic: A City Tour. Understanding Locations - Map Labeling, Note Completion. He then presented the learning outcomes to his students with the intention to inform the students what they were going to achieve from the lesson that day. After that, he began his lecture by organizing a lead-in activity for the students with the aim to arouse students’ interests and activate their schemata before getting into the main section. He displayed six world’s most visited cities in 2015 which were London, Bangkok, Paris, Dubai, Istanbul and New York on the screen then asked the students to work in pairs in the breakout rooms and later on told him which one of these six places that they would most like to visit when these places were all opened again after Covid-19. He then sent his students to the breakout room and visited random rooms to make sure that the students were discussing as well as to give feedback to their discussions. He let the students discuss in seven minutes and after seven minutes ended, he brought them back to the general meeting. He asked the students to volunteer and invited them to tell him the city that they would most like to visit. When the students finished speaking, Mr. Andrew gave feedback on his students’ pronunciation as well as suggested ways to develop their ideas broader. The class continued with the second activity. Mr. Andrew instructed his students to differentiate between each pair of useful language for IELTS’s phrases. He showed a total of eight pairs of phrases which were: “on the main road and off the main road”, “right in the middle and to the right of the middle”, “along the road and two roads along”, “in the north of the town and to the north of the town”, “beyond the traffic lights and by the traffic lights”, “to the left of the people and to the people’s left”, “the opposite end of the road and the opposite side of the road”, and the last pair was “the museum next door and the museum nearby”. He indicated that this activity would help students identify the location of features on plans and maps and at the same time familiarize students with the kind of language that they would hear in the up-coming listening
3 activity. Once again, he asked his students to discuss the differences between the phrases in pairs in the breakout room for five minutes. He continued visiting random breakout rooms to check his students’ processes. After five minutes ended, he brought back his students to the general meeting. Later on, he not only invited some volunteer students but also some quiet students that did not participate actively in the class to tell him the differences of each pair. He listened to their answers to identify the differences, after that he displayed the answer slide and explained in detail the differences between each pair as well as gave feedback by praising the accurate answers or correcting the wrong answers and encouraging students to do better in the following activities. Mr. Andrew moved on to the next activity which was the third activity of the class. He instructed the students to first think individually about the question “What is there in the following places?” including: next door to your home, to the north of your town, by the town hall, right in the middle of your country, in the east of your town, to your right, on the opposite side of the world and off the main square in your town. When they had finished thinking about the question individually, he sent them to the breakout rooms to work in pairs. He told his students to discuss with their partner in the breakout rooms by telling their partner the description of the places in a random order. After that, they would have to ask their partner to guess the place that was described. The discussion in the breakout rooms lasted for five minutes. Mr. Andrew continued visiting random rooms to observe his students’ discussions. Mr. Andrew and his students came back to the general meeting after five minutes had ended. He invited a volunteer student to tell him and classmates about “What is there to the north of your town?”, he required the student to not tell the exact location instead tried to provide clues for classmates to guess the student’s town. When his student finished describing and classmates answered the student’s town correctly, Mr. Andrew praised the student for his amazing work then continued with the fourth activity. The fourth activity was a listening activity. Mr. Andrew directed his students to listen to sentences from one to ten then write down in the given diagram what the shops in the Royal Arcade sold. In other words, he instructed his students to label the place of an arcade according to the descriptions of the speaker in the listening. He said that the aim of this activity was to train students to follow references to locations on a given diagram. He guided his students to work individually for this activity and tried to fill in all the blanks in just one time