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Internship Report Form Ngoc

The document provides an internship report from a student named Ngo Thi Ngoc about her internship experience at Pocoyo Smart English Center. The report discusses the center's background, teaching staff, working environment, schedule, regulations, and the student's professional duties and skills gained during the internship, which included teaching English classes, preparing lessons, and developing office and soft skills like communication and problem solving. The student expresses gratitude to her supervisor and colleagues for their support and guidance during the seven month internship.

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0% found this document useful (0 votes)
240 views10 pages

Internship Report Form Ngoc

The document provides an internship report from a student named Ngo Thi Ngoc about her internship experience at Pocoyo Smart English Center. The report discusses the center's background, teaching staff, working environment, schedule, regulations, and the student's professional duties and skills gained during the internship, which included teaching English classes, preparing lessons, and developing office and soft skills like communication and problem solving. The student expresses gratitude to her supervisor and colleagues for their support and guidance during the seven month internship.

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MINISTRY OF EDUCATION AND TRAINING

HANOI PEDAGOGICAL UNIVERSITY 2


= = == = =

INTERNSHIP REPORT

SOME WAYS TO IMPROVE ENGLISH SKILLS FOR


CHILDREN AT THE AGE OF 3-6 YEARS OLD AT
POCOYO SMART ENGLISH CENTRE

Supervisor: Nguyen Thi Giang


Institution: Manager

Student’s full name: Ngo Thi Ngoc


Faculty: Foreign Language
Major: English linguistic
Class: K41- English Linguistic
Internship company’s name: Pocoyo Smart English Center

Xuan Hoa, April 2019


ACKNOWLEDGEMENTS
In the course of this report, I would like to thank all those who helped me
complete this training period.
I started my internship at Pocoyo English Center branched- based Kim Chung,
an English Center which teach English comunication for students from 3 to 13
years old in seven months from Febrary 14th 2019 till April 8th 2019.
First of all, I am greatly indebted to Mrs. Nguyen Thi Giang as our supervisor
for instructing me procedure to do the internship. With her sincere comments
from the beginning days of this process, I really more mature in recognizing the
strengths to promote and the weaknesses to overcome and practice more for
future work . I also have accumulated good experience from her shares about
English teaching methodology. Especially, I really want to send my thanks to
her for giving me chance to be an actual teacher to transmit my limited
knowledge to her students. Without her help, I could not finish the internship
course.
Besides , Many thanks also to my colleagues who help me so much by allowing
me to come to their classes to observe as well as study from their teaching
technique to see the differences about learning methods.

CONFIRMATION FOR COMPLETED INTERNSHIP FROM THE


COMPANY
I. TABLE OF CONTENT

1. INTRODUCTION ..................................... 4
2. THE MAIN CONTENT OF THE REPORT ................... 4
2.1 POCOYO SMART ENGLISH CENTRE OVERVIEW ........... 4

2.1.1 POCOYO SMART ENGLISH CENTRE BACKGROUND


.................................................... 4
2.1.2 TEACHING STAFFS ................................. 5
3.1 WORKING PLACE ................................... 5
3.1.1WORKING ENVIRONMENT ........................... 5
3.1.2 WORKING SCHEDULE .............................. 6
3.1.3 REGULATION ..................................... 6
3.1.4 DURING WORKING HOUR ........................... 6
4.1PROFESSIONAL DUTY AND EXTRA SKILLS ............... 6
4.1.1PROFESSIONAL DUTY ............................... 6
4.1.2 OFFICES SKILLS ................................... 7
4.1.3 SOFT SKILLS. ..................................... 7
3.SUGGESTION ........................................ 8
4.CONCLUSION........................................ 8
5. REFERENCES ....................................... 9
1. INTRODUCTION

No one can deny the universality of English nowadays. English- speaking


country, english has become a compulsory component of education in many
countries especially English is chosen as a compulsory subject for students in
Vietnam as English is considered to be a useful tool to access the world
knowledge. Although the English language doesn’t have the largest number of
native speakers in the world, it has the widest reach of any language spoken
today. Both native and second-language speakers of English are found on every
continent, and English has become the lingua franca in many fields, including
business, politics, science, technology, and entertainment, to name a few.
English is the working language of many international organizations, like
NATO and the European Union, and it’s the language of global advertising. It is
also the most-used language of the internet, accounting for more than half of all
websites. For many people, learning English is a way to get access to a broader
range of information, connections, and opportunities. As a result, Vietnamese
parents, especially in urban areas, enroll their children to English classes at very
early ages because they hope their children can able to communicate and speak
fluently with foreigners.
Pocoyo Smart English Center is one of the most prestigious and quality places in
teaching English to children in Dong Anh area where local people believe and
send their children to learn and conquer English.

2. THE MAIN CONTENT OF THE REPORT

2.1 POCOYO SMART ENGLISH CENTRE OVERVIEW

2.1.1 POCOYO SMART ENGLISH CENTRE BACKGROUND


Pocoyo Smart English Centre ‘s predecessor from Popodo Englsih Center, it
specializes in teaching English for children in the ages from 3 to 13 years
old. There are four brancges located in Hanoi city and one branch located in
Vinh Phuc province. The center has recently opened one more branch located
in Hanoi city which raises the total numbers of students up to over one
thousand.

2.1.2 TEACHING STAFFS


Pocoyo Smart English Center is a work place of many high quality native
and Vietnamese teachers. Teacher of this English center are mostly young,
energetic, enthusiastic and they speak Ameriacnt accent. The majority of
native teachers mostly come from England, Canada, and American, having
at least 1 experience in teaching method for kids and skills in teaching
English, managing class and creating many exciting and useful games for
children. . The Vietnamese teachers were trained to take part in advanced
courses every year to ensure quality of teaching for students, and of course,
they were graduated from famous universities well- trained in teaching skills,
and most of them have bachelor or master or international certificate at
English.

3.1 WORKING PLACE

3.1.1WORKING ENVIRONMENT Commented [A1]:


Work environment means everything relating to employee’s involvement with
the work such as the relationship with co-workers, superiors, organizational
structure,etc. A positive work environment makes employees feel comfortable
when working which motivate them to sustain throughout the day. (Michael
Poh, 2011). According to Michael Poh, there are 5 qualities to assess whether
the work environment is healthy or not such as transparent & open
communication, work-life balance, training & development-focused,
recognition for hard work and, last but not least, strong team spirit. Assessing
one office’s work environment before applying a job is vital for everyone in
order not to do the same boring job every day. Because of the different
job specifications, these qualities cannot be applied to all types of jobs.
However, like the author said: “they are pretty universal in that sense”
(Michael Poh, 2011)

3.1.2 WORKING SCHEDULE


The official working time in Pocoyo Smart English Center start at 3 pm to 7:30
pm and each lessons will start at 5:30 pm to 7:30 pm every day of week, we
have to be at the center two hours before starting the lessons to prepare
flashcards and handouts and welcome students.
At the weekend, there are 4 shifts: shift 1 start from 7:30 am to 9:30am and 9:30
am to 11:30 am corresponding shift 2, the followed by shift 3 which is from 3:30
pm to 5:30 pm and the last shift is from 5:30 pm to 7:30 pm. We have to be at
the center two hours before starting the lessons to prepare flashcards and
handouts and welcome students.

3.1.3 REGULATION
Each teacher must send the lesson plan to the manager before 9:00 pm on Friday
every week and wear uniform.
After each lesson, the teachers must turn off all the equipment, put chairs, tables
in the right place and clean the room.
The English center uses financial fines if one employee breaks the rules;
however, rarely do they use this punishment.

3.1.4 DURING WORKING HOUR


Staffs must not use Facebook, Yahoo, Skype, Mail or any other social media
while working. They should limit using mobile phones for calling or texting
message as well as listening to music and chatting with other staffs

4.1PROFESSIONAL DUTY AND EXTRA SKILLS

4.1.1PROFESSIONAL DUTY
I’m senior master of two classes so my main job is teaching English to students,
preparing lessons, and teaching tools, examining students' assignments before
each lesson, collecting assignments and marking students, checking the last
lessons at the beginning of the class and last but not least i must creat a final test
planning for each classes to assist all my students have good performance in the
final speaking test with native teacher.

4.1.2 OFFICES SKILLS

Knowing how to use Microsoft word and Excel is also an important skill for any
official. For Pocoyo Smart English Center employees, we focus using Microsoft
Excel to write the report. Each week, a lot of reports are written and sent to the
general manager. In a booking position, besides writing the report,
we use Excel for the source of students taking the placementtests. However,
sometimes student names occur 2 or 3 times, we need to filter the lists in order
not to bother them.
We need to behave in flexible ways towards different kinds of person. However,
the same thing in customer service is that we need to smile when talking to
students in every situation as well as always showing the gentle manner. For
instant, we show the politeness to old people while pleasant and friendly
to the young. Every time, when one enters center, we always need to smile and
ask “How can I help you”. We realize that we should neither solve student
problems beyond our control nor refuse student’s requests directly.
I also learn to safely and properly use office equipment such as photocopier, CD
player, phones and computer.

4.1.3 SOFT SKILLS.


In addition to office skills, I also learn how to prove other skills such as
communicating, team working, observation and problem solving.
Communicating skill means that we can persuade students effectively in a win-
win way. The highest level of persuading students is to force them to attend any
class of the centre.
Furthermore, I try to observe other employees working to draw my own lessons.
Learning from their failure and researching how they succeed, is an efficient
way to improve my working ability. Daily contact with students, employees
should know how to deal with the students problems. Normally, we transfer all
problems to take-care level employees who care each English class.

3. SUGGESTION
Students at university usually have some bad habits such as laziness, frequent
absence from classes, late deadline, etc. However, working in a real company, if
they keep these habits, they will sooner be eliminated.
During the Internship, my office and soft skills are improved dramatically. I
know how to use properly office equipment from the failure as well as
answering the phone in a polite manner. Documents are very important to any
organization. If one does not learn how to file the documents orderly and
effectively, he will not suit to any jobs. Therefore, one needs to be a tidy person
and careful in storing records. Although every university student already learn
Microsoft Word and Excel, not anyone can remember all the lessons while this
skill is really important towards an organization. Without any guide, employees
should figure out by themselves how to use this skill effectively. Above all, only
real job can teach you fully about customer service, how to speak and reply to
any customer. Employees need to be flexible in communication.
Apart from office skills, other necessary skills of mine are also improved such as
communicating, team working, observation and problem solving. In my opinion,
observation is the most important skill that anyone needs to learn. Through
observation, students can draw their own lessons, adjust their performance and
get a better results.

4. CONCLUSION
In general, The Internship is a good opportunity for university students to apply
technical knowledge they learned in real jobs, after 1 month internship at
Pocoyo Smart English Center, I can accumulate a lot of real experience which I
rarely learn from university. Working in a company obviously is different
format tending a club in which the former requires me to communicate with
more people. Students at university usually have some bad habits such as
laziness, frequent absence from classes, late deadline, etc. However, working in
a real company, if they keep these habits, they will sooner be eliminated.
During the Internship, my office and soft skills are improved dramatically. I
know how to use properly office equipment from the failure as well as
answering the phone in a polite manner.
Due to the limit time for researching and internship, my report has inevitable
shortcomings. I hope to receive comments from my instructor, readers and
friends to make my report better.

5. REFERENCES
Bailey, K.M. (2005). Practical English Language Teaching: Speaking. New York:
McGraw-Hill.
Bailey, K.M. & Savage, L. (1994). New ways in teaching speaking. Alexandria, VA:
Teachers of English to Speakers of Other Languages.
Brown, G. and G. Yule. 1983. Teaching the Spoken Language. Cambridge: Cambridge
University Press.
Carter, R. & McCarthy, M. (1995). Grammar and spoken language. Applied
Linguistics, 16 (2), 141-158.
Colley M. (1999) The English language entry requirements of Australian Universties
for students of non- English speaking background. Higher education Research &
Development.
Goh, C. (2007). Teaching speaking in the language classroom. Singapore: SEAMEO
Regional Language Centre.
Jam, M (1997) building fluency: a course for non-native speakers of English
Teaching Forum 35(1), 26.
Koshy, V. (2005). Action research for improving practice: a practical guide.
London:SAGE.
Songsiri, M. (2007). An action research study of promoting students’ confidence in
Speaking English. (Dissertation of Doctor of Education Degree), School of
Arts Education and Human Development, Victoria University, Australia
Tam, M. (1997). Building fluency: a course for non-native speakers of
English. English Teaching Forum,.
Zaremba, A. J. (2006). Speaking professionally. Canada: Thompson South-Western.
Zhang, Y. (2009). Reading to speak: Integrating oral communication skills. English
Teaching Forum,47(1), 32-34.

VI. Appendices
.................................................................................................................................
.................................................................................................................................

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