THANG LONG UNIVERSITY

ENGLISH DEPARTMENT

INTERNSHIP PORTFOLIO

Name:.......La Anh Phuong...................................................

Student code: ..A37401............
Class:........NE32a12............................
Performed at: Thang Long University
From December 14th, 2022 to January 14th, 2023

In partial fulfillment of the requirements of the BA in English Programme

Report of Internship, December 14th, 2022 – January 14th, 2023
Date Submitted: February 10th, 2023

1
 INTERNSHIP PORTFOLIO

In about 2000 words

Suggested points to cover in the report:
 Description of the Host Organization – Thang Long University
- General description of the TLU
- Detailed description of English Department in which you performed your internship
 Description of your Job Role
 Self-reflection on your internship in relation to academic knowledge acquired at the
university
- Objectives of the internship
- Areas of professional development experiences during the internship
- Your evaluation on what you performed. For example:
+ Advantages, challenges of the assigned tasks
+ Are there any gaps between the “bookish knowledge” and the “real world”?
+ Which academic courses at university are the most useful for your job? (in what ways?)
+ What did you experience as your strong and weak points in this working environment? (was
there any of your “hidden power” unveiled?)
- Future career plans influenced by the internship
- Other comments or self-reflection

2
I. Description of the Host Organization – Thang Long University
1. General description of the TLU
- Application-oriented university
Thang Long University, a multidisciplinary, multi-vocational, application-focused educational
institution, has an improved training-learning approach that takes into account the real-world
workplace. With the passion of educational designers, we are committed to creating the best
and most modern learning environment for children.
The average monthly wage for a Thang Long student fresh out of college was 9.1 million.
14.9 thousand graduates find work in their first year after graduation, reaching 93.7%.
- Timeline
December 15, 1988 was the day Thang Long Private University Center established
1989 - The opening ceremony of the school for the first time at the Temple of Literature -
Quoc Tu Giam
1990 - Signing a cooperation agreement with ISG Paris, the first computer laboratory in
Vietnam was born
1991 - Moved to the new facility at the Pouchkine Institute
1992 - Established Faculty of Management Economics
1994 - Renamed Thang Long Private University
1994 - Awarding university bachelor's degrees to students of Mathematics - Courses 1,2,3
1996 - Moved the facility from Pouchkine Institute to Khuong Trung, Thanh Xuan
1998 - Official training under the credit system
2002 - Cooperation with NICE University and University of Toulouse - France
2007 - Converting from Thang Long Private University to Thang Long University
2008 - Completed construction of a new school and moved to the current campus of the
school at Nghiem Xuan Nghiem street, Hoang Mai
2016 - Open the Faculty of Applied Music with strategic partners who are leading art
universities: Seoul Culture Arts University, Seoul Arts and Woosong University.
2018 - Celebrating the school's 30th anniversary
- Infrastructure: Architectural systems alter the way we think
Thang Long University, unlike traditional institutions, is built like a university complex with
the goal of giving students the greatest learning environment possible.
- “We develop Thang Long University into a university city and a national center for
research, technology, culture, and education with the goal of supporting the future shared
growth of the nation's society, economy, and educational system.” - OUR
VISION-

3
- Team
Each of us needs a mentor to help us on our difficult and difficult learning journey. It must be
a passionate teacher, always seeking for the development of students, whether soft or strict,
inspirational or pressurized.
+ Administrative Council:
Prof. TSKH. Hoang Xuan Sinh – Chairperson;
Dr. Pham Huy Dung - Vice president;
Engineers. Truong Ngoc Kim - Vice president;
…
+ Administrators:
Dr. Phan Huy Phu – Principal;
MSc. Nguyen Huu Dang - Vice-president;
Dr. Vu Do Quynh - Vice-president;
Assoc.Prof.Dr. Nguyen Minh Xuan - Vice-president.
- Mission
In order to support the nation's industrialization, modernization, and international integration
efforts, Thang Long University offers high-quality human resources through its
multidisciplinary training, research, and technology transfer programs.
- Target
Training human resources and developing talent at the university and postgraduate levels with
a high standard in relation to social needs; promoting international cooperation and scientific
research; constructing the University in the direction of applied university and international
integration; and helping to advance the industrialization and modernization of the nation are
all goals.
1. Detailed description of English Department
- English Language
A degree in English helps students learn and apply the language proficiently in a variety of
career and daily life settings. Knowing English methodically is a big benefit in the present
trend of "multinationalization." In developed nations, learners will have more options and will
have an easier time succeeding in their careers. In order to compete in the job market of today,
students who study English have the chance to approach and study the theory of language,
history, and culture of two typical native countries, England and America. They are also
equipped with complementary knowledge in economics, finance, tourism, events, teaching,
and other fields. The value of an English language major degree remains constant over time,

4
and English language learners will always have a "martial advantage" in the global labor
market.
- Goals for Training
An English-language training bachelor's degree holder possesses the necessary political
attributes, morals, information, expertise, professional demeanor, and strong integration
capacity to function well in domains of business where English is used. UK, satisfying the
demands of the labor market and the requirements of the nation's international integration.
According to the 6-level Foreign Language Competency Framework for Vietnam, graduates
have solid English knowledge and can speak and write it fluently at level 5. (equivalent to
level C1 according to the Reference Framework for Foreign Language Competency).
Common European Language (CEFR) or at least 6.5 on all four language proficiency tests
(listening, speaking, reading, and writing) given internationally.
- Future career
Graduates of universities who majored in English can find employment in organizations,
businesses, and agencies that use English, such as translators and interpreters, teachers,
secretaries, international relations staff, international cooperation economists, business, office
workers, media, coordinators, or startups, building and owning a business.
II. Description of my Job Role
As a Senior student at Thang Long University, I studied Educational Psychology, Oral
Translation, and an important credit - Graduate Internship - during the first semester. Ms. Hai
Binh, who was dedicated to coaching and providing feedback, aided my practice. She
assigned me an STC2 class on Thursday and Saturday, periods 6-7 and 3-5, and I taught them
three lessons, including Listening, Writing, and Business Talk. During this time, my mission
was to learn about educational psychology and how to apply what I had learned to teach. As
an internship teacher, I used the PPP method and let students elicit their lessons because
students, not teachers, are the center of attention.
III. Self-reflection on your internship in relation to academic knowledge acquired
at the university
1. Objectives of the internship
The internship's goal is to help students apply their teaching knowledge and learn how to
become an active and energetic English teacher. This brief internship taught students how to
deal with problems in the classroom and how to solve them. Teachers must know how to elicit
and make students interact more in order to make the lesson practical, students concentrate,
and students are interested in the lesson.
2. Areas of professional development experiences during the internship

5
I have a wealth of professional development experience. The first is how I can put my
knowledge and abilities to use. My internship translated my understanding of teaching
theories into a variety of useful approaches and abilities that I can now apply in real-life
situations, such as conducting an extensive competition analysis study and developing a
lesson and teaching plan.
The second is priceless zeal. As an intern, I learned how important it is to be enthusiastic
about learning new things, open to accepting extra work, and eager to learn and ask questions.
This approach will demonstrate your eagerness to assist and your enjoyment of teamwork.
Curious and enthusiastic individuals get more out of their internships, which leads to
numerous opportunities.
Journaling is an excellent way to advance personally in the third area. Throughout my
internship, I kept notes and provided feedback on new things I learned, my teacher's
comments, my strengths and weaknesses, and topics I wanted to explore and learn more
about. This was extremely important. This increased my self-awareness and allowed me to
identify areas for improvement. Furthermore , workplace success is dependent on effective
communication. I discovered that communicating with my students is critical in order to
facilitate their interactions, as well as with my teacher if I have any questions or am unsure
how to complete a task. Asking for help and explanation is preferable to pretending you
understand what needs to be done. An intern's growth, productivity, efficiency, and
engagement are all dependent on effective communication.
Last but not least, I realized the benefits of accepting criticism. It is critical to seek and accept
professional feedback. It is critical to keep track of both the good and bad aspects of your
work in order to progress and succeed. I discovered that while receiving or providing
feedback can be difficult, doing so can have a significant impact on your life and career in the
future.
3. Your evaluation on what you performed
During this internship, I encountered many difficulties because it was my first time in class,
and I was teaching students who are just a few years younger than me. I must deal with
factors such as age, behavior, and social relationships that teachers cannot control when
educating students. Teachers do not need to shout at the students because they already have a
strong foundation and a high level of self-discipline, but this also creates conditions for me
that I find very challenging. Another challenge is having too many tasks to complete but not
enough time. Because I must balance majoring, lesson planning, classroom teaching, and
other household responsibilities, my time for teaching practice is limited. Even though I don't

6
have much time for teaching rehearsals, I do my best and gradually change my teaching style
thanks to my instructor's feedback, guidance, and support.
The disparity between "bookish knowledge" and "real world" is unmistakable. "You can
forget 80% of what you've learned in the classroom because we're going to show you the real
world and how to apply some of what you've learned, which you must completely forget." A
book is the "best" educational resource! It is not the only aspect of life in which you spend
time learning and comprehending, and you may not get along with everyone, but that is
irrelevant. Even though book knowledge is unexpected, books do not teach me how to deal
with problems, teach, or facilitate students... in reality, my lack of soft skills forced me to
learn a lot from my peers.
Academic courses at university that are most useful for my job include foreign language
teaching methods, educational psychology, lesson plan design, language and assessment. I
learned a lot of things, such as how to make lesson plans and teach professionally while
studying design lesson plans and foreign language teaching methods; how students think and
how to treat them well while studying educational psychology; and how to test students.
My strong and weak points were clearly revealed. Concerning my strong points, my instructor
stated that I am well-suited to be a teacher; I used smooth methods of control because I have
been tutoring for a long time; and I learned thousands from feedback and turned it into
strength for the next lesson. However, weaknesses always accompany strengths. I had
forgotten how much energy I used to have because I have tutored just one student for so long,
which is much easier than controlling a whole class. The demands of teaching are excessive,
and I cannot easily impose them. To become a professional teacher, I must abandon my
childish or informal attire in favor of more mature attire. Another big weakness of mine is that
my voice is not loud enough to capture the students' attention. But in the following lessons, I
gradually adjusted my voice, making it loud and clear enough. Furthermore, the perspective
of speech and manners is very important. Teachers cannot manage a classroom unless they are
serious, calm, and patient. I lack patience and cannot concentrate for long periods of time, so
managing a large class of students my age was extremely difficult for me. Difficult to create a
perfect lesson plan without seeking assistance, exhausted from leading an active class,... I
believe that teaching is extremely difficult and exhausting, so I would prefer to work in real
estate, business, flight attendant, or any other field that I am interested in more than teaching,
even though I still want to work with students and colleagues. Regardless of how disappointed
I used to be, I am grateful for the opportunity to do an internship and for the valuable lessons I
learned.

7
 THANG LONG UNIVERSITY MID-TERM TEST
ENGLISH DEPARTMENT MODULE: PRE-INTERMEDIATE 2

Time allowance: 80 minutes

Student’s name: .........................................................................

Student’s code: ...........................................................................

------------------------------------------------------------------------------------------------------------
PART 1: LISTENING (10Q)
TASK 1: You are going to hear a conversation between Christopher and Gillian
talking about Christopher's attendance at a trade show, listen and choose TRUE
or FALSE. You will hear TWICE.
1. They will get a lot of people visiting due to other bigger companies T F
being nearby.
2. One of their rival companies will be close to them. T F
3. Gillian wants Christopher to set a target for software sold. T F
4. Ray Jones is the person who will be operating the hi-tech parts of the T F
stand.
5. The company will advertising their attendance at the trade show on T F
their website.

8
TASK 2: Listen to Betty and Kevin talking about Betty being bored. Fill in the spaces
for each question with a maximum of ONE WORD or A NUMBER. You will hear the
recording TWICE.

6. Betty doesn't like Monopoly because she finds it hard

to ………………………....
7. She enjoyed playing poker only because …………………………... was there.
8. Kevin has to buy a present for his ………...……………...
9. Kevin doesn't have any money until he gets paid next ………………………...
10. Betty suggests going to play tennis which costs ………………………... dollars.
PART 2. READING (20Q)
A. VOCABULARY AND STRUCTURE (10Q)

Mark the letter A, B, C, or D on your answer sheet to choose the correct answer to each
of the following questions.

11. Coca-Cola ……………… to more than double its number of bottling plants in China
over the coming decade

A. is hoping B. hope C. will hope D. hopes

12. I ……………………. the accountants on Tuesday.

A. am meeting B. met
C. meet D. have met

13. “My new sales team is difficult to manage.”

He …………... his new sales team ……..... difficult to manage.

A. said/ is B. told/ is C. said/ was D. told/ was

14. “The new job is challenging.”

She …………. her boss the new job was challenging.

A. says B. say C. said D. told

15. He thanked me ……… providing more cash for investment.

9
A. in B. to
C. by D. for
16. Stop talking and concentrate ………………. your work.
A. to B. in
C. for D. on
17. When she arrived ……………………… he company, it was already closed
A. at B. to C. with D. for

18. A: We lost all our wholesale accounts overnight because they didn’t agree with us.

B: …………………………, can you tell me that again.

A. Sorry, I didn't catch that B. What are you saying

C. I don’t understand D. How you dare
19. "Are you going to the talk show tomorrow?"
 She asked me if I was going to the talk show …….
A. tomorrow B. that day C. the day before D. the following day
20. I apologised ............ Paula for giving her the wrong figures.
A. for B. to C. with D. on

10
B. READING COMPREHENSION (10Q)

Task 1: Read the article and decide if these statements are True (T) or False (F)

21. Stress is always a bad thing. T/F

22. Work-related stress can cause health problems. T/F

23. Bad management is the main cause of stress. T/F

24 Reducing stress costs companies money. T/F

25 It’s easy for companies to reduce stress. T/F

Task 2: Read the article again. Choose the best option to complete the sentences.

11
26. What is the article about?
A The changing role of fast food companies
B The importance of healthy eating
C The expansion of farmland at Grandview
D The success and growth of a small business
27. What is the main selling point of Farm-to-Table meals according to the article?
A It is delivered very quickly.
B It is very inexpensive.
C It is healthy.
D It is delicious.
28. In which of the positions marked [1], [2], [3] and [4] does the following sentence
belong?
“That is when the Burnelles decided to quit their office jobs and start their own healthy
food delivery service for working people.”
A [1]
B [2]
C [3]
D [4]
29. What is the purpose of the notice?
A To postpone an opening ceremony
B To hire new instructors
C To explain payment options
D To announce a new class
30. What most likely will happen on June 12?
(A) Some instructors will be absent.
(B) Some members will be assigned partners.
(C) Some refunds will be given.

12
(D) Some certificates of completion will be issued.

PART 3: WRITING
Write an email/letter suggesting solutions to a problem related to the stress at your
work place. In your letter:
 Explain the reason for writing this letter.

 Give specific causes of problems related to the stress at your workplace and present
your solutions.
 Ask for feedback or suggest a meeting to discuss more solutions in detail.
Write at least 100 words.
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
………………………………………………………………
……………………………………………………………………………………
…………

--- The end ---

13
THANG LONG UNIVERSITY 
ENGLISH LANGUAGE DEPARTMENT 

 ANSWER KEY 
PART 1. LISTENING (0.25 pts/ item)
Task 1:
1. T 2. T 3. T 4. F 5. T
Task 2:
6. concentrate 7. Carl 8. mom 9. Tuesday 10. 4

PART 2. READING (0.25 pts/ item)

A. Vocabulary and structure
11. A 12. A 13. C 14. C 15. B
16. D 17. A 18. A 19. D 20. B
B. Reading comprehension
TASK 1: 
21. F 22. T 23. T 24. F 25. F
TASK 2:
26. D 27. C 28. B 29. D 30. B

PART 3. WRITING (2.5 pts)

Scoring criteria
No. Criteria Mark assigned
1. The letter has full sections: salutation, main points, endings. 0.5 pts
2. There are no grammatical errors in the letter. 0.75 pts
3. The letter has coherent content and creative vocabulary 0.75 pts
4. The length of the letter meets the requirement. 0.5 pts

TRANSCRIPT
LISTENING _ PART 1:
Gillian: Hello, Christopher. I need to speak to you. You're going to the Boston Trade Show,
aren't you?
Christopher: Am I? That's news to me.
Gillian: Oh, I thought you already knew. Steve can't go, his wife is expecting a baby, so it has
to be you.
Christopher: My first trade show, I'm quite excited.
Gillian: There's a lot to plan and think about. Take some notes.
Christopher: Okay, let me get a pen�.it's next Thursday, right?

14
Gillian: Yes, the trade show opens on Thursday 18th and will run for two days. It finishes at
6pm Friday. Now, have a look at this plan, there's the floor plan for the whole thing.
Christopher: Wow, it's big.
Gillian: Yes, it is. Our stand is number three hundred and twenty one.
Christopher: That's a good position on the corner.
Gillian: Yes, I think we should do very well in this trade show. A lot of the big companies,
Google, Microsoft, Amazon will be in that half of the room, so I think we're going to get a lot
of passing traffic.
Christopher: Where will our competition be?
Gillian: Good question. Console Solutions are in 322, almost opposite you, so you'll be able
to keep an eye on them. DMZ are in 124 on the other side of the hall. I'm not sure about
SysNet.
Christopher: They didn't go last year, did they?
Gillian: No, I know they're attending Tech Expo in San Diego the following week, so maybe
they won't be at this trade show. I hope not! Right, Christopher, all your hotel and flight
details have been arranged. I think you'll get an e-mail with all of that tonight. You'll be
traveling with two others: Graham Nash and Liz Sorel.
Christopher: Alright.
Gillian: Here's what we need you to do before departure. Read the trade show manual, that
will help you to understand everything about the show.
Christopher: Where can I find that?
Gillian: I have the PDF on my laptop, I'll e-mail it to you. You need to set targets for what
you want to do at this trade show.
Christopher: You mean, how many software packages we can sell?
Gillian: Yes, but other things too. How many business cards you can give out, how many
journalists you can speak to, how many phone numbers from educational institutions you can
collect, that type of thing.
Christopher: Of course, these trade shows are about becoming better known.
Gillian: Exactly! Go and speak to Ray Jones. He's the guy who designed our stand for the
trade show. He'll be in his office at three, he's expecting you. The stand is quite high tech with
some awesome software demos, but you need to learn how to use it!
Christopher: [writing] Ray Jones. Okay, I'll go and see him. Anything else?
Gillian: Yes, we need to change our website. We need to put something about our
participation at the Boston Trade Show, advertise our attendance, what do you think?
Christopher: I'll speak to the website group and ask them to put something on the top of
every page.
Gillian: Yes, something like that. Tomorrow, I'll be calling all our big customers and telling
them that we'll be in Boston next week.
Christopher: It's going to be great.
Gillian: You'll enjoy it, Chris. You'll be tired, but you'll enjoy it.

LISTENING _ PART 2:
Betty: Oh Kevin, I'm so bored!
Kevin: I thought you had some studying to do!
Betty: I've finished it already. I'm so bored that I have completed both my assignments three
days ahead of schedule. What can we do? You usually have some good ideas.

15
Kevin: How about watching this new reality program on the TV tonight? It looks pretty
interesting if you ask me.
Betty: Urgh! I hate reality programs. Did you see the one that won in the jungle last week?
She was supposed to be living in the jungle, right, but she had perfect hair and make up every
morning...oh, it was so false. It's very ironic that they call it reality TV, don't you think?
Kevin: Hmm...well, let's play a game then. It's been years since we played a game like
Scrabble or Monopoly. What do you think?
Betty: I always lose! I can't keep my concentration on those games...and I always land on
your hotels on Fifth Avenue. Do you remember how much I owed you last time we played at
Jane's house?
Kevin: Yeah, that's true. What about a game of cards then? You liked it the last time we
played poker, didn't you?
Betty: Well, only because your friend Carl was here! No, I want to go out. It's not too late.
We could go see a movie at the cinema - what do you say?
Kevin: No, I'm really broke this week. I had to buy my mom a birthday gift and I won't get
paid till next Tuesday. Do you have any cheaper suggestions?
Betty: We could always go and play tennis.
Kevin: It's eight o'clock in the evening!
Betty: I know but they've just opened up this new floodlit tennis courts on Rigby Road. It
only costs $4 on weekday evenings for an hour. You've got two dollars haven't you?
Kevin: Hey, that sounds like a good idea. I could do with some exercise. Do you have another
racket I could borrow? I lent mine to Carl a month ago.
Betty: Ooh, well what about inviting Carl to come and play too?
Kevin: No way! You'd never concentrate on the game!
Betty: OK, I have a spare racket you could borrow. Let's go!

16
 LESSON PLANS FOR PRE-INTER CLASSES
LESSON BASICS
Class level: Pre-intermediate
Unit/Lesson: Unit 5/ Week 2/ Session 2
Topic: STRESS
Text book: Market Leader Pre-intermediate_ Third edition
Class length: 45 minutes
Date: 31st Dec, 2022
Teacher’s name: Lã Anh Phương
LESSON OBJECTIVES
At the end of the lesson, students will be able to:
 Use punctuation (full stop and comma) and capital letters where necessary.
 Put words in the correct order to make a sentence.
 Put sentences in the correct order to form a paragraph.
 Complete the sentences with the correct form of the verbs.
 Put the sentences in the correct order to make a report.
 Write a leave of absence message to your boss.

LANGUAGE FOCUS
SPEAKING WRITING READING LISTENING VOCABULARY
GRAMMAR

STAGE TEACHING ACTIVITIES LEARNING ANSWER KEYS TIME

S ACTIVITIES FRAM
E
LEAD- _ Ask students these following questions in _ Answer the given _ Punctuation: 3m
IN order to check their knowledge of punctuation questions. Dấu câu;
in English: Comma: Dấu
1. What are “Punctuation”, “Comma”, phẩy; Full stop:
and “Full stop” in Vietnamese? Dấu chấm.
2. When do we use a comma and a full _ The answer to
stop in a text? the second
question depends
on the students. I
will give the
correct answer in
the next part of
the lesson.
PRESE _ Have students look at the following _ Identify the correct The answers to 10m
NTATI sentences and state if the commas are put in sentences and the the second
ON CORRECT or INCORRECT places: incorrect one. question depends
1. Julie loves ice cream chicken and _ give comments on the on the students. I
milk. INCORRECT positions of the will give the
2. Julie loves ice cream, chicken, and commas and the correct answers
milk. CORRECT number of the enlisted after that.
3. Julie loves ice cream, chicken and items in correct
milk. CORRECT sentences.
_ Ask Ss to comment on the positions of the _ Answer the question:
commas and the number of the enlisted items When do we use a
in the correct sentences. FULL STOPS (.) and

17
 _ State some basic rule: CAPITAL LETTERS
 When you have a list that contains in a sentence?
more than two items, use commas
(,) to separate them.
 The comma (,) before AND in a
list of three or more items is
optional. Eg:
1. She is beautiful, and smart.
INCORRECT
2. She is beautiful and smart.
CORRECT
Eg2:
1. Mike is intelligent. However he is
very lazy. INCORRECT
2. Mike is intelligent. However, he is
very lazy. CORRECT
3. To begin with, I would like to talk
about your promotion. CORRECT
4. To begin with I would like to talk
about your promotion.
INCORRECT
 Use comma (,) after
INTRODUCTORY WORDS
(however, still, furthermore, to
begin with, meanwhile, by
contrast, according to, first,
second, etc.)
FULL STOP and CAPITAL LETTERS:
_ Ask Ss to read these sentences:
1. We went to France last summer. We
were really surprised that it was so
easy to travel on the motorways.

2. The Football World Cup takes place

every four years. The next World Cup
will be held in South Africa.
_ Ask Ss: When do we use a FULL STOPS (.)
and CAPITAL LETTERS in a sentence?
_ State the rule:
 We use capital letters to mark the
beginning of a sentence.
 We use full stops to mark the end
of a sentence.
 We use capital letters at the
beginning of proper nouns.
Part A _ Ask Ss if there is any vocabulary that they Complete exercise A The answers will 10m
don’t understand. be shown on the
_ Ask Ss to rewrite the article applying the slide
given rules in the presentation stage.
_ Check the answer with the whole class.
_ Explain why there must not a comma before
“and equipment”.

18
Part B _ Ask Ss if they have any difficulty with the Complete exercise B The answers will 10m
vocabulary. be shown on the
_ Have some Ss to read their answers out slide
loud. Check their answers.
Part C _Have Ss translate the first pair of sentence. Complete exercise C The answers will 10m
_ tell the Ss that the first pair of sentences is be shown on the
the thesis statement (The topic sentence), so slide
they should reorder the rest pairs basing on
the first one.
_ Check the answers with the whole class.
Part D _ Have Ss briefly state the use of Past Simple, Complete exercise D 15m
Present Simple and Present Perfect.
_ Ask some Ss to read their answers.
_ Give them some useful language so they
can reorder the sentences.
_ Explain any difficult vocabulary.
Part E _ Ask Ss: Answer the questions 1)A leave of 20m
1. What is “a leave of absence message” and write the message. absence means
in Vietnamese? “Tin nhắn xin
2. Have you ever sent your teachers a nghỉ phép”
leave of absence message? 4) the boss is
3. If yes, what did you write in the text? Slawa Kowalska.
_ Explain any difficult vocabulary in the She wants me to
request of part E. Ask Ss some questions to take part in an
check if they understand the request: important
4. You plays the role of a staff, so who is seminar
your boss? What does she want you to tomorrow
do? Can you do it? If no, why? morning. I can’t
5. What do you have to do now? do it because I
6. What are the main point of your have a terrible
message? headache…
_ Give Ss some useful language. 5) Now I have to
_ check a student’s message. Correct any send her a leave
mistakes. of absence
message.
6) there are 3
main point:
_ Apologise
_ Saying why
you cannot
attend the
seminar
_ What you plan
to do with your
health.
Part F _ Ask Ss to complete this exercise in pair. Complete exercise F in 10m
_ Check the answers with the whole class. pairs.
_ Ask Ss to explain their answers.

19
 LESSON BASICS
Class level: Pre-intermediate
Unit/Lesson: Unit 5/ Week 1/ Session 2
Topic: Dealing with stress
Text book: Market Leader Pre-intermediate_ Third edition
Class length: 50 minutes
Date: 24th Dec, 2022
Teacher’s name: Lã Anh Phương
LESSON OBJECTIVES
At the end of the lesson, students will be able to:

 Identify the major causes of stress at work and how to deal with them after listening to
a director of a health-at-work consultancy talking about stress.
 Apply the learnt information in the audio in order to give their opinions on the
competency of men and women.
 Understand the concept of “a good work-life balance”

LANGUAGE FOCUS
SPEAKING WRITING READING LISTENING VOCABULARY GRAMMAR

STAGE TEACHING ACTIVITIES LEARNING ANSWER KEYS TIME

S ACTIVITIE FRAM
S E
Part A: _ Show the Ss a video about an office Ss watch the There are no exact
Lead-in worker suffering from stress at her video and answers for the given 5m
workplace. (Ours_ Taylor Swift) answer the questions. These
The link to the video: given following answers are
https://youtu.be/LZ34LlaIk88 questions just for suggestion:
_ The video will be played from 0:00 to _ She is an office worker
1:56. _ she is very stressed
_ Ask Ss the following questions: because:
 What is the girl’s job? _ the elevator is so
 When she is at work, is she happy crowded, some people
or stressed ? Why? stared at her
_ If the Ss are too silent or confused, ask _ the equipment is
more questions about the girl’s colleagues, degraded: The light is
the office’s equipments, etc. in order to almost dead, the printer
elicit their ideas. broke down
 Being a student, what make you _ her colleagues are
feel stressed? impolite to her: two men

20
 played games loudly; a
male partner teased her
by throwing a paper
plane at her; The man
didn’t let her drink water,
the women gossiped
about her.

Part B _ Before playing the interview, explain _ Answer 1. Having too much to 7m
some new vocabularies and sentence questions do, not feeling in control,
forms. For example: consultancy, advise sb about some and not having good
on sth, etc. vocabularies relationships with the
_ Ask students what they think Jessica and people that they work
Colling will mention in this part after sentence with.
identifying the key words in the given forms. 2. Resilience to stress is
questions. (three examples, things, make _ Predict helping people to
people feel under pressure at work, what Jessica respond differently to
Resilience to stress) Colling will stressful situations, so
_ Then play the first part of the interview mention by that they actually feel
two or three times, explaining any underlining calmer when they're
difficulties. Ask students to make notes. the key put in situations that they
_ Go through the answers. words in the previously found
questions. stressful.
_ Listen to
the audio
and note
down the
key
information.
_ Answer
the
questions.
Part C _ Before listening, have Ss underline the _ Underline A high level of continued 7m
key words in the questions (what, happen, the key pressure can sometimes
manage stress, a long time, without a words in the spill over into feelings of
break) questions. stress. So, although you
_ Play the second part of the interview two _ Listen to might be doing quite well
or three times and get students to note key the audio, at managing stress for
words. note key a long period of time, if it
_ Check the answers with the whole class. information continues without any
and answer break, then people
the sometimes tip over into
questions. feeling very stressed.
Part D Before playing the recording again, ask Predict the 1. normal 6m
students to read the extract and try to word forms. 2. Motivating
predict the form of the words they might Listen to the 3. Stressful
hear. audio and 4. pressure
Then play this part of the interview again write the
and get students to write the correct correct
answers. answers.
Part E Get Ss to underline the key words in the Underline 1.If somebody doesn't

21
 questions. (two examples, companies the key like travelling in rush
being flexible, how they expect staff to words in the hour, they could come in
work) questions. a little bit early and leave 7m
Play the recording. Check the answers with Listen to the a little bit early. 2.
the whole class. audio, take Making sure that people
notes and don't feel that they have
write the to stay late, just because
answers. their boss is working late.
Part F Get Ss to underline the key words in the Underline 1. Because women tend 8m
questions (two reasons, why women report the key to have more
higher levels of stress than men) words in the responsibility in the
Play the recording. Check the answers with questions. home (e.g. managing the
the whole class. Listen to the home, looking after
audio, take children), so they have
notes and many more sources of
write the pressure in their life and
answers. therefore are more likely
to feel stressed because
of that.
2. Women are more open
about their feelings and
therefore feel more
comfortable in reporting
feeling under pressure or
feeling stressed.
Part G: Ask Ss the following questions: Answer the 1.In short, work-life 10m
Discuss 1. in your opinion, what is work-life given balance exists when a
ion balance? questions person devotes equal
2. Answer these question to find out time to work and to his or
whether you have a good work-life her personal life.
balance: * the answers vary
 Do you prioritize your study over depending on the
your personal and family life? opinions of the students.

 Do you prioritize your

entertainment over your work life?

 Do you usually sacrifice your sleep

for study?
 Do you feel overwhelmed by the
amount of things I need to do for
study?
 Are ther not enough hours in the
week for you?
3. Is it easier for men than women to be a
manager?
_ Tell students to discuss the questions in
pairs or
threes. Encourage them to give specific
examples, if
possible.
_ Circulate, monitor and assist if necessary.

22
 Note down language points for praise and
correction afterwards,
especially relating to the language of stress.

LESSON BASICS
Class level: Pre-intermediate
Unit/Lesson: Unit 6/ Week 4/ Session 2/Business Talk_ Sound Work_ Survival Business
English
Topic: ENTERTAINMENT
Text book: Market Leader Pre-intermediate_ Third edition
Class length: 100 minutes
Date: 14th Jan, 2023
Teacher’s name: Lã Anh Phương
LESSON OBJECTIVES
At the end of the lesson, students will be able to:
 Recognize and distinguish some basic vowels in English
 Use the strong form and the weak form of some prepositions (for, of, at, from) in
pronunciation.
 Apply connected speech ( know how to link a consonant with a vowel) in a sentence.
 Fill in the gaps to complete conversations.
 Make a comment or ask a question to show interest and keep the conversation going.

LANGUAGE FOCUS
SPEAKING WRITING READING LISTENING VOCABULARY
GRAMMAR

STAGE TEACHING ACTIVITIES LEARNING ANSWER KEYS TIME

S ACTIVITIES FRAM
E
LEAD- _ Ask students the following task in order to _ Categorize the _ vowels: /æ/ 5m
IN check their knowledge of consonant sound given sounds (bag, dance), /ei/
and vowel sounds in English: into two groups. (take, fake), /ʌ/
Categorize these following sounds into two (cut, fun).
groups (Vowel and Consonant): _ consonants: /ʃ/
/æ/, /ʃ/, /dʒ/, /ei/, /ʌ/, /θ/ (wish,
_ Ask Ss to give some examples of the words share), /dʒ/

23
 that contain the given sounds. _ Give some (jealous, jog), /θ/
examples. (truth, think)

Part A _ Have Ss to complete this exercise in 5 _ Complete 15m

minutes. exercise A
_ Then, check the answers: _ Listen to the
+ Ask Ss to give their answers and the audio track 36
explanation. and practice to
+ Ask Ss to pronounce the given words in pronounce the
order to check their pronunciation. words.
+ Play the audio track 36, pause at each word
and have Ss to listen and repeat the word.
Part B _ Show Ss how to use the two different _ Listen to the 10m
pronunciations of some prepositions (the rule given by
weak form and the strong form): the teacher.
What’s the rule? _ Listen and
• Many prepositions have two different repeat the
pronunciations: pronunciations
_ A strong form of the
_ A weak form prepositions in
Example: we can pronounce “for” as /fɔːr/ Part B.
(strong form) or as /fər/ (weak from). _ Practice the
• We use the strong form when: conversations in
_ The preposition is at the end of the pair and
sentence. perform the
Example: What are you looking them.
for ? /fɔːr/
_ We want to show a contrast.
Example: This is the bus to /tuː/ London,
not from /frɒm/ London.
_ Have Ss listen and repeat the pronunciations
of the prepositions in Part B.
_ Have Ss practice the conversations in pairs.
_ Ask some pairs of Ss to perform the
conversations.
Part C _ Explain to Ss: what is CONNECTED _ Watch a video 15m
SPEECH in English pronunciation and how to about connected
apply it: speech.
What is CONNECTED SPEECH? _ Complete
When a word finishes with a consonant sound exercise C
and the word immediately after begins with a
vowel sound => we link those two words.
_ Play a video in which a native speaker
guides viewers how to use connected speech
in English.
https://youtu.be/mV_CEIroJs8
_ Pause the video when necessary to explain
the content more specifically to the Ss.
_ Play the audio, ask Ss to listen carefully
identify which sounds are connected together.
_ Have the Ss practice saying these sentences.

24
Part D _ Ask the Ss to indicate where connected Complete The answers are 20m
speech can be applied in the given sentences. exercise D below this table
_ Check the answers by playing the audio.
_ Ask Ss to practice saying these sentences.

Part A Ask the Ss to complete the extracts from The answers are 10m
(Surviv conversations with words from the box. Tell below this table
al them they will not need all the words.
Busine Check the answers by playing the audio.
ss Have the Ss to practice these extracts.
English
)
Part B Play the audio twice, ask the Ss to listen and Complete The answers are 10m
repeat the questions. exercise B. below this table
Have them translate the questions into
Vietnamese and choose the correct responses.

Part C _ Give Ss some time to read the responses (a- Complete 15m
g). exercise C
_ Check their understanding of these
responses.
_ Help them with any difficult words.
_ Play the audio twice, ask Ss to listen, note
down the conversation openings (1-7) and
match them to the responses a-g.

The answer keys of part D (Sound Work_ Connected Speech):

The answer keys of part A (Survival business English):

The answer keys of part B:

25
The answer keys of part C:

26