MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES
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INTERNSHIP REPORT

STUDENT: NGUYEN THI NGOC HA.

CODE: 21011681.
CLASS: DHAV17A.
COURSE: 2024-2025.
SUPERVISOR: NGUYEN THI THU HANG, M.A

HCMC, 05/2025
 MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
------

INTERNSHIP REPORT

STUDENT: NGUYEN THI NGOC HA.

CODE: 21011681.
CLASS: DHAV17A.
COURSE: 2024-2025.
SUPERVISOR: NGUYEN THI THU HANG, M.A

HCMC, 05/2025
 MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
------

Student’s name : NGUYEN THI NGOC HA

Student’s ID : 21011681
Class : DHAV17A
Course : 2024-2025

Student’s declaration: I declare that this internship report is my own work and
does not involve in plagiarism or collusion. I accept heavy penalty for any
cheating or plagiarism.
Date submitted : ………………………
Signed : ……………………….
 ACKNOWLEDGEMENT
During the period of internship, I received a plenty of enthusiastic help and
support that guide and encourage me to overcome all difficulties and finish this hard
but meaningful time.
Firstly, I would like to express thanks to the School Board of Industrial University
of Ho Chi Minh City and the Faculty of Foreign Languages creating favorable
conditions for me to take my internship.
Second, I would want to express my gratitude to Ms. Nguyen Thi Thu Hang, my
supervisor, who provided me with helpful direction and counsel that enabled me to
successfully complete my internship. I may significantly enhance my English teaching
methods and abilities by following these suggestions.
Thirdly, I want to convey my admiration and thankfulness by saying thank to all staff
in Ames English Company. Thanks for their kind cooperation during my internship
Besides, I would like to acknowledge my gratitude and appreciation to Ms. Pham
Thi Truc Phuong and Mr. Tran Huu Phuoc for supplying me with opportunities to
practice at the company and for their insightful comments, from which I have gained a
great deal of experience.
Moreover, I would like to express my gratitude and appreciation to Mr. Johny, Mr.
Tony, Mr. Gia Bao, Ms. Mia, Ms. Yen Nong and Ms. Jeren for making it possible me
to observe their teaching performance and for giving me the chance to work as a
teaching assistant and instruct in their courses. They also gave me professional
guidance and insightful comments that considerably help me gain a lot of experiences
in teaching English.
Last but not least, I am grateful to all of lovely students of Ames English
Company who contributed to help me overcome my internship.
In short, I really thank to all people helping me to finish this internship report
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TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION AND CONTEXT OF THE INTERNSHIP
REPORT........................................................................................................................1
1. Self-introduction.......................................................................................1
2. The supervisor...........................................................................................1
3. Overview of IUH and FFL........................................................................2
3.1. Industrial University of HCM City (IUH).......................................2
3.2. FACULTY OF FOREIGN LANGUAGES (FFL)..........................9
4. SIGNIFICANCE OF INTERNSHIP.......................................................15
CHAPTER 2: THE INTERNSHIP ORGANIZATION........................................17
1. Culture, Identity and Images...................................................................18
1.1. Culture...........................................................................................18
1.2. Identity..........................................................................................19
1.3. Images...........................................................................................20
2. Product and Market Situation..................................................................21
3. Competition Analysis..............................................................................27
CHAPTER 3: TASK, PROJECTS AND ACTIVITIES........................................29
1. Daily task activities...................................................................................30
2. Project task and activities..........................................................................39
CHAPTER 4: REFLECTION...............................................................................45
1. REFLECTION ON DEVELOPED WORKING AREA AND SKILLS. .46
2. REFLECTION ON PERSONAL DEVELOPMENT DURING THE
INTERNSHIP......................................................................................................47
CHAPTER 5: CONCLUSION..............................................................................49
1. Internship Experience Summary.............................................................50
2. Recommendations or Suggestions............................................................51
APPENDICES.......................................................................................................53
1. Evaluation from the internship company (MUST HAVE).......................54
2. Evidence of performed activities, tasks, duties and assigments...............55
3. Letter of recommendation….....................................................................56
TABLE OF FIGURES
Figure 1: Industrial University of Ho Chi Minh City (IUH)..........................2
Figure 2: Logo of IUH...................................................................................6
Figure 3: Logo of FFL...................................................................................9
Figure 4: The Logo of Ames English..........................................................18
Figure 5: Ames English center address information...................................19
Figure 6: Ames English's training method..................................................20
Figure 7: Ames English center address information...................................21
Figure 8: Cambridge Standard Children's and Teenagers' English Training
Roadmap at AMES English...............................................................................21
Figure 9: English textbook for children Big English 2nd Edition - Pearson
Publishing House...............................................................................................22
Figure 10: Every day coming to AMES is a rewarding and fun day...........23
Figure 11: English textbook for teenagers Gold Experience 2nd Edition -
Pearson Publishing House.................................................................................24
Figure 12: AMES students are excited to create lessons.............................24
Figure 13: Ielts 6.5+ Study Path At AMES ENGLISH...............................25
Figure 14: More than 30 large businesses have trusted and chosen AMES
English as their English training companion.....................................................26
Figure 15: Book “ Teach your children with your whole heart”................27
Figure 16: Some pictures of me working as an English teaching assistant.37
Figure 17: Some pictures of me being a teacher.........................................38
Figure 18:Collecting Chicken Eggs booth..................................................39
Figure 19: Sheep Shaping booth..................................................................40
Figure 20: Students have completed the sheep shape..................................41
Figure 21: Sea Animals Discovery booth...................................................42
Figure 22: Jump and Say booth...................................................................43
 CHAPTER 1:
INTRODUCTION AND
CONTEXT OF THE
INTERNSHIP REPORT
Submitted by Nguyễn Thị Tường Vi ID number: 20040711

1. Self-introduction
My full name Nguyen Thi Ngoc Ha. I was born and raised in the Kien Giang province,
born in Kien Giang, one of the coast provinces in southwestern Vietnam, I have studied at the
Industrial University of Ho Chi Minh City (IUH) with an English Language major since 2021.
My educational experience has been inspiring and illuminating. I have studied linguistics,
cultural studies, translation and interpretation, literature, and other facets of English. Gaining
both basic and in-depth knowledge in various fields has given me a solid basis on which to build
my future profession. By taking part in educational events while I was a student, I was able to
obtain real-world teaching experience. I also worked as a teaching assistant at an English center
to hone my abilities and obtain practical experience. I was able to assist students of various ages
in this job, hone my communication abilities, and expand my capacity for productive student
engagement.
In terms of my intended professional path, I have a strong interest in teaching and hope to
work as a committed English teacher. Teaching, to me, is about motivating students and assisting
them in developing self-confidence along with sharing knowledge. Having a dream career where
I am working in a motivational and dynamic learning space where I can share my expertise in
order to build meaningful learning experiences is something I would like to do. I would like to
enrich my students' learning experiences and make them successful in the future by continuously
innovating my pedagogy and keeping their demands in mind.
2. The supervisor.
I would like to deeply thank Ms. Nguyen Thi Thu Hang a lecturer at the Industrial
University of Ho Chi Minh City's Faculty of Foreign Languages, for her continuous supervision
and instruction during my internship period at Ames Sai Gon. Her devotion, enthusiasm and
professionalism have helped me not only gain more specialized knowledge but also practice
handy practical skills

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Submitted by Nguyen Thi Ngoc Ha ID number: 21011681

3. Overview of IUH and FFL

3.1. Industrial University of HCM City (IUH)
- Official Name: Trường Đại học Công nghiệp thành phố Hồ Chí Minh
- English Name: Industrial University of Ho Chi Minh City
- Abbreviation: IUH

Figure 1: Industrial University of Ho Chi Minh City (IUH)

3.1.1. Brief history
The predecessor of Industrial University of Ho Chi Minh City was the Go Vap Vocational
School, founded by Don Bosco priests on November 11, 1956, in Hanh Thong Commune, Go
Vap District, Gia Dinh Province. In 1968, the school was renamed Don Bosco Private Junior
Technical High School. On January 31, 1970, it was restructured into Don Bosco Private Senior
Technical High School, commonly referred to as Don Bosco Technical High School.
Following the country's reunification, the school was taken over by the Liberation Army of
South Vietnam, and on December 19, 1975, it was transferred to the General Department of
Mechanical Engineering, Metallurgy, and Electronics. In 1978, the institution was renamed
Technical Workers School IV by the Ministry of Mechanical Engineering and Metallurgy. In
1994, it amalgamated with Chemical Technology School II in Bien Hoa City, forming Technical
Industrial School IV under the Ministry of Industry.
The school was promoted to Industrial College IV in March 1999, and the Prime Minister
issued Decision No. 214/2004/QD-TTg in December 2004 to further upgrade it to Industrial

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University of Ho Chi Minh City. The university was approved for a pilot innovation mechanism
for 2015-2017 under Decision No. 902/QĐ-TTg on June 23, 2015, beginning with the 2015-2016
academic year.
Industrial University of Ho Chi Minh City is one of the largest higher education institutes
in Vietnam.
3.1.2. Vision – Missions – Objectives
VISION
Becoming Vietnam's leading university, pioneering in the fields of education and applied
research, technology transfer, and innovation:
- Becoming a leading university in Vietnam: ranked in the top 10 universities in the
country;

- Pioneering in the field of education and applied research: training programs have an
application-oriented approach, meeting the practical requirements of society;

- Innovation and technology transfer: generating fresh concepts, advancements, and

inventiveness in the areas of business incubation, collaboration, and the
industrialization of scientific goods.

MISSION
Providing qualified human resources in terms of capacity, quality, and international
integration to contribute to the country's socioeconomic progress.
- High-quality human resources: knowledgeable professional qualifications, fulfills the
practical needs of society, and has innovative thinking and entrepreneurial capacity.
- Demonstrate abilities and qualities, such as ethics and compassion; maintain a spirit
of passion, investigation, and learning; Have strict logical thinking, breakthrough
initiatives, operate safely, and have a sense of cooperation. Have a decent attitude,
working style, and responsibility toward work;

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- International integration: flexibility to adapt to the international environment;

comprehension of foreign languages and information technology to easily access
knowledge and modern technological advances in the region and around the world;
- Contributing to the country's development: high-quality human resources will
enhance labor productivity, meet domestic and international marketplace
requirements, enrich intellectual and economic life, as well as professional activities,
through community service, and contribute to the country's socioeconomic
development.
OBJECTIVE
- The establishment of contemporary management technology, which essentially
completes the prerequisites for educating top-notch human resources to benefit
society, generates useful and efficient value from scientific research endeavors. as
well as international collaboration and technological transfer.
- Pioneer in the fields of education, research, and technology transfer; promote
connection to serve the community; create a learning and working environment that
attracts competent and highly qualified learners and lecturers; sustainable
development based on financial autonomy.
To achieve the common goal, Ho Chi Minh City University of Industry has set the
following goals:
- Pioneering in the fields of education, research, and technology transfer: increasing the
quality of graduates; improving employment and job placement rates for learners
after graduation; enhancing internationalization of training programs; improving the
quality of training programs to meet the requirements of quality assurance
organizations; strengthen cooperation with organizations in recruiting graduates;
increase the quality of research works published domestically and internationally;
Implement policies to support domestic and international research cooperation;
promote technology transfer activities;

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- Promote community service connection: expand active citizen activities in

community connection; promote start-up activities; Encourage learners, officials, and
workers to participate in community service activities; exploit the media effectively;
develop the capacity of the media team;

- Building modern educational facilities: developing infrastructure for teaching and

research activities; creating many exciting extracurricular activities right on the
school campus; building a green campus and advanced information technology
infrastructure; developing an effective online learning system;

- Attract high-quality resources at home and abroad: maintain a team of qualified

lecturers; have appropriate remuneration mechanisms; recruit and searching for high-
quality personnel; diversify recruitment forms; enhance human resource capacity
development; make appropriate work arrangements; improve working environment;
increase the income of officials and workers;

- Stable, sustainable investment and income: increase revenue through training,

research, and other resources; Reasonable investment in human resources, training
and research, community service activities, and improving the quality of life of
learners; maintain reserves; Increase budget for the plan to ensure continuous
operations.

3.1.3. Campus.
ORGANIZATIONAL STRUCTURE

 Principal:

Mr. Phan Hong Hai, Ph.D.

 Subprincipals:

Mr. Huynh Trung Hieu, Prof. - Ph.D.

Ms. Dam Sao Mai, Assoc. Prof. - Ph.D.

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Mr. Nguyen Xuan Hong, Ph.D.

IUH CAMPUSES

The main campus (Ho Chi Minh City):

- Address: 12 Nguyen Van Bao, Ward 1, Go Vap District, HCMC

- Phone: (028) 38940390 Fax: (028) 38946268

- Website: www.iuh.edu.vn

- Logo:

Figure 2: Logo of IUH

Nguyen Van Dung Campus (Ho Chi Minh City)

- Address: 10 Nguyen Van Dung, Ward 6, Go Vap District, HCMC

- Phone: (028) 38940390 - Fax: (028) 38946268

- Website: www.iuh.edu.vn

Pham Van Chieu Campus (Ho Chi Minh City)

- Address: 53 Pham Van Chieu, Ward 14, Go Vap District, HCMC

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- Phone: (028) 38940390 Fax: (028) 38946268

- Website: www.iuh.edu.vn

Quang Ngai Campus:

- Address: 938 Quang Trung Street, Quang Ngai City, Quang Ngai Province

- Tel: (055) 6250 075 - Fax: (055) 2222 135

- Website: http://www.qn.iuh.edu.vn

Thanh Hoa Campus:

- Address: Quang Tam Commune, Thanh Hoa City, Thanh Hoa Province, Viet Nam

- Phone: (037) 3675092 - Fax: (037) 3675350

- Website: http://www.iuh.edu.vn/thanhhoa

OFFICES

 Office of Organization and Administration.

 Office of Financial Accounting.

 Office of Planning and Investment.

 Office of Academic Affairs

 Office of Science Management and International Affairs

 Office of Political Affairs and Student Support.

 Office of Testing and Quality Assurance.

 Office of Facilities Management

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 Office of Service.

 Office of Dormitory Management.

 Journal of Science and Technology - Industrial University of HCMC

 Publishing House.

INSTITUTES

 Institute of Finance and Accounting.

 Institute of International Training and Postgraduate Studies.

 Institute of Biotechnology and Food.

 Institute of Science, Technology, and Environmental Management.

CENTERS

 Foreign Language Center.

 Center of National Defense and Physical Education.

 Center of Business Connections and Job Introduction.

 Library Center.

 Information – Communication Center.

 System Administration Center.

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3.2. FACULTY OF FOREIGN LANGUAGES (FFL)

3.2.1 Background information of FFL
FFL was founded in 2005 and is directly managed by IUH. The BEL program has been accepting
students ever then. It has undergone two recent significant updates in the academic years 2014–2015 and
2018–2019, as well as yearly minor adjustments. Although several Vietnamese colleges also offer BEL
degrees, our program sets itself apart by adapting to the needs of stakeholders and staying current with
developments in English teaching and translating/interpreting. Crucially, the program is very adaptable and
transferable, allowing graduates to quickly adjust to other related job environments. Additionally, our
program offers exceptional student assistance from the time of application through graduation and beyond.
Official name of the Faculty in Vietnamese: Khoa Ngoại ngữ
Official name of the Faculty in English: Faculty of Foreign Languages
- Address: Ground floor, Building B, 12 Nguyen Van Bao St., W 1., Go Vap District, HCMC.
- Tel: (028) 38 940 390 (Ext: 151)
- Email: [email protected]
- Website: http://ffl.iuh.edu.vn/
- Logo:

Figure 3: Logo of FFL

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Presently, the faculty comprises 69 full-time employees who meet all the requirements for the
BEL program and assist other university faculties in teaching general English. Following eighteen
years of constant improvement, FFL-IUH has produced thousands of BEL graduates for the labor
markets in Vietnam. The BEL graduates get training that prepares them for successful careers in
the public and private sectors as teachers, interpreters, translators, and other English-related
professions.
3.2.2 Vision – Missions – Objectives
VISION

Being acknowledged as one of Vietnam's top ten foreign language schools in order to promote the
growth of IUH, Vietnam, and the surrounding area.
MISSION

Providing training and enriching human resources with proficient foreign language skills and
knowledge, a positive mindset, and a dedication to continuous learning, enabling them to efficiently adjust
to the evolving work environment.
Contributing to the OVERALL development of IUH as well as the economic, cultural, and social
development of Ho Chi Minh City and the entire country through the training and provision of a workforce
based on societal demands.
PHILOSOPHY
According to IUH's educational philosophy, which seeks to develop CARE qualities in its students
and alumni while preparing them for life and the workforce of the future. In order to satisfy the demands of
stakeholders and society, it teaches students and graduates how to use and advance knowledge through
practical experience, active and experiential learning, and applied research. Through community service
and societal improvement, the IUH community transforms minds and enriches the lives and enterprises of
students, graduates, and stakeholders.
3.2.3 Orgnization
Dean:

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- Mr. Nguyen Truong Sa, Ph.D.

- Email: [email protected]
Vice-dean:

- Mr. Nguye Dinh Luat, M.A.

- Email: [email protected]

DEPARTMENTS AND HEADS OF DEPARTMENTS

 Translating and Interpreting Department

MA. Le Thi Thien Phuoc – Head of Department

Dr. Thapanee

MA. Ho Nguyet Thanh

MA. Hoang Ngoc Quynh Nhu

MA. Le Ngoc Diep

MA. Le Van Can

Mr. Miles – Office Staff

MA. Nguyen Hung Khanh

MA. Nguyen Thi Bich Thuy

Dr. Nguyen Thi Tuyet Hanh

MA. Nguyen Van Nam

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MA. Nguyen Van Nha

Dr. Nguyen Xuan Hong

MA. Pham Thi Thu

MA. Quach Thi To Nu

MA. Tran Anh Tuan

MA. Tran Thi Xuan Thuy

MA. Dang Hoang Mai

MA. Do Thi Kim Hieu

MA. Do Dang Khoi

MA. Doan Phan Phuong Dung

 Language Teaching Methods Department

Dr. Tran Kieu My An – Head of Department

Assoc. Prof. Dr. Nik (Nita)

MA. Ho Thi Hien

MA. Hoang Le Thi Tuyet

MA. Le Pham Thien Thu

MA. Le Thi Thanh Lap

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MA. Le Thi Thuy

MA. Nguyen Lam Anh Duong

MA. Nguyen Thi Diem Thi

MA. Nguyen Thi Kim Chung

MA. Nguyen Thi Thanh Xuan

MA. Nguyen Thi Thu Hang

MA. Nguyen Thi Thuy Loan

MA. Nguyen Thuy Truc Linh

MA. Pham Phong Phu

MA. Pham Thi Xuan Trinh

MA. Phan Thi Bich Ngoc

Dr. Truong Tran Minh Nhat

MA. Vo Nhat Sinh

MA. Dinh Tan Thuy Kha

MA. Doan Minh Hue

 The head of the fundamental of major:

BA. Trinh Nguyen Bich Thuy – Academic Affairs Officer

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MA. Hoang Thi Phong Linh – Head of Department

MA. Ha Thi Anh

MA. Hoang Thi Hai Duong

MA. Hoang Thi Son

MA. Ngo Thi Thuy Nhu

MA. Nguyen Hoang Thanh Van

MA. Nguyen Minh An

MA. Nguyen Thi Bich

MA. Nguyen Thi Thanh Nhu

MA. Nguyen Thi Thanh Thuy

MA. Nguyen Thi Thoang

MA. Nguyen Thi Tram Anh

MA. Nguyen Thi Viet

MA. Nguyen Thi Duc

MA. Nguyen Vu Manh Hoai

MA. Pham Nguyen Truong Thi

MA. Tran Anh Dung

BA. Tran Vu Bich Uyen

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MA. Trinh Thi Cuong

MA. Vo Thi Minh Ngan

MA. Vu Thuy Nhieu

MA. Dang Thi Kim Phuong

MA. Dinh Thi Hoa

TRAINING SPECIALTIES

There are three main majors in the FFL of IUH including translation/interpretation, teaching
methodology, and the fundamentals of the major.
4. SIGNIFICANCE OF INTERNSHIP
My internship in Ames Saigon Learning Joint Stock Company, from December 16, 2024, to March
16, 2025, was a life-changing experience that benefited me immensely in my professional growth. The
duration of the internship is not quite long, but there is a lot of good and positive thing this company has
provided me with. Internships are meant to expose students to the real world and allow them to apply their
acquired knowledge to unit objectives. As a result, students will develop their working style and learn how
to form partnerships at work.
I had the chance to put my knowledge to use at Ames Saigon as an English teaching assistant. I was
exposed to pedagogical approaches in a real-world setting and used what I had studied in authentic teaching
scenarios.
First of all, when I entered the internship, the company arranged for me to be an English teaching
assistant at Sen Hong Kindergarten, I learned how to communicate effectively with children, manage the
classroom and problem-solving skills. Observing foreign teachers broadened my perspective on interactive
and creative teaching methods. This experience not only helped me become more confident but also
strengthened my passion for teaching.

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Moreover, in addition to assisting foreign teachers or Vietnamese teachers, here I also experienced
extracurricular English class events with students. When participating in such activities, I also developed
more creative skills, time management skills as well as unexpected situations from other teachers.
Lastly, a professional workplace that promotes cordial communication when teaching in English and
communicating with foreign educators in English has greatly aided my efforts to develop my English
communication abilities. To put it briefly, I think a successful internship is one that aids in the
development of our knowledge and abilities.

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CHAPTER 2: THE INTERNSHIP

ORGANIZATION

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1. Culture, Identity and Images

1.1. Culture

Figure 4: The Logo of Ames English

Company name is written in English: AMES SAIGON LEARNING JOINT STOCK

COMPANY (Abbreviation: AMES ENGLISH)

🏠 Address: 38/6 Tan Cang - Ward 25 - Binh Thanh District – Ho Chi Minh City.

🌐 Website: https://ames.edu.vn

📧 Email: [email protected]

☎ Hotline/Zalo: 0765 594 568

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Figure 5: Ames English center address information.

1.2. Identity
AMES International English System was founded in 2003 after more than 20 years of
development. As a company that specializes in English training, The employment of artificial
intelligence technologies in the classroom is something that AMES English is proud to have pioneered.
Vietnam's best quality.
With more than 200,000 students and a network of more than 50 locations across the country, AMES
English has so far been successful in offering training courses. Children's English, IELTS test
preparation with certain results, business English careers, and studying overseas.

VISION – MISSION – OBJECTIVES

 Vision: To become Vietnam's top English-teaching organization with committed instructors and
cutting-edge equipment

 Mission: For a Vietnam good at English

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 Objectives: Training 6 million good English students nationwide, Period 2018 - 2023 (20 years
of establishment). Born to become a solid brand providing high-quality Americanstyle English
learning programs in Vietnam.

1.3. Images
AMES ENGLISH has many years of experience in high-quality English training according to
international standards for hundreds of thousands of students, employees, and multinational businesses.

AMES ENGLISH is committed to providing quality programs and applying effective English
learning methods to bring the best English courses to students.AMES ENGLISH has many years of
experience in high-quality English training according to international standards for hundreds of
thousands of students, employees, and multinational businesses.

AMES ENGLISH is committed to providing quality programs and applying effective English
learning methods to bring the best English courses to students.

Figure 6: Ames English's training method.

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Figure 7: Ames English center address information

2. Product and Market Situation

 ENGLISH FOR CHILDREN:

English course designed specifically for students from 6 - 14 years old. The improved curriculum
includes a variety of in-depth knowledge to help children develop communication skills, and standard
pronunciation and consolidate knowledge to achieve high scores in English at school, as a premise for
conquering language certificates International UK. The English Course at Ames English with
Cambridge standard is divided into 2 courses: Children's Course and teenagers's Course.

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Figure 8: Cambridge Standard Children's and Teenagers' English Training Roadmap at AMES
English.
English Course for Children:

+ Age: Students from 6-11 years old

+ Obiectives:

Ready to conquer Cambridge International standard exams (Starters, Movers, Flyers).

Communicate confidently and proficiently.
Improve your school scores through periodic supplementary lessons.

+ Textbook: Big English 2nd Edition - Pearson Publishing House

International standard textbook from Pearson Publishing House

Stick to Cambridge standards according to age, well prepare knowledge and skills for students
to participate in international standard exams (Starters, Movers, Flyers).

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Figure 9: English textbook for children Big English 2nd Edition - Pearson Publishing House

Figure 10: Every day coming to AMES is a rewarding and fun day
English Course for Teenagers:
+ Age: Students from 11-14 years ol
+ Obiectives:

Build solid academic foundations for students to conquer higher levels in the Cambridge exams
(KET, PET).
Comprehensively develop 4 skills: Active Listening, Confident Speaking, Mind Reading and
Creative Writing.

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Improve your school scores through periodic supplementary lessons.

+ Textbook: Gold Experience 2nd Edition - Pearson Publishing House.

International standard textbook from Pearson Publishing House

Stick to Cambridge standards according to age, well prepare knowledge and skills for students to
participate in international standard exams (KET, PET).

Figure 11: English textbook for teenagers Gold Experience 2nd Edition - Pearson Publishing
House.

Figure 12: AMES students are excited to create lessons.

 ENGLISH FOR IELTS EXAM PREPARATION

- When studying IELTS by yourself, you may lose direction and study ramblingly and
unfocused, so the effectiveness may not be high. At AMES English, the IELTS learning

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roadmap has been researched and compiled by teachers with experience from thousands of
students to help students get the best results in the course.
- IELTS courses are divided into levels so that every 3-4 months students can increase their
score by 1 band. The specific roadmap is as follows:

Figure 13: Ielts 6.5+ Study Path At AMES ENGLISH.

 IELTS SUMMER CAMP:

AMES ENGLISH's IELTS CAMP summer camp helps students obtain an IELTS certificate right
in the summer, thereby creating an advantage in university admission while equipping them with
knowledge and skills to enter university life.
 ENGLISH FOR BUSINESS:

- With more than 20 years of experience teaching English to millions of students in Vietnam,
AMES English confidently affirms that it is a reputable and professional English system
trusted and chosen by many large businesses as a training unit. Helps businesses improve
English proficiency, especially the communication skills of corporate staff.

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- Understanding the difficulties of businesses in training English for employees, AMES English
has developed a Business English Course with the hope that this is the solution to the
"difficult" problems mentioned above for Your Business. In this course:

+ AMES provides a team of quality instructors to teach personnel at your business.

+ AMES develops specialized, practical learning programs specifically for the enterprise's
human resources team.
+ AMES provides learning management tools to help monitor the progress of each
employee.

+ AMES is committed to efficiency and progress in English proficiency of personnel at your

business.
- AMES ENGLISH - Aprestigious partner chosen by many big businesses to improve the
qualifications and communication abilities of the business's staff.

Figure 14: More than 30 large businesses have trusted and chosen AMES English as their English
training companion

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 The New York Times bestseller:

Figure 15: Book “ Teach your children with your whole heart”
- Teach Like Your Hair's on Fire

- "The most interesting and influential classroom teacher in the country."

- The Washington Post - "America's most interesting and influential teacher".

3. Competition Analysis
In today's world, learning English is becoming more and more popular, especially at foreign
language education centers. Competition between English centers is inevitable, and the English center
where I am interning is no exception. Therefore, it can be said that most English centers must always
create differences and effectiveness in their training programs to attract students as well as bring

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efficiency to education. Regarding competitiveness, Ames English English center is always trusted by
learners because of the following factors:
- Learn English through math and science subjects. AMES ENGLISH is the first unit in Vietnam
to buy the copyright and incorporate into the curriculum the math and science program of the
Singapore Primary and Secondary education system. With the Amazing Edu program, students will
understand and remember vocabulary and concepts in English like native speakers.

- Be proactive about the pace of learning English. In traditional English classes, fast learners will
waste time waiting for slower learners and vice versa, slow learners will find it difficult to learn
English. keep up with students who are doing better. With the unique Active English model, children
will learn at their own pace and natural ability.

- Flexible class hours, no missed sessions, with the unique Active English model, students can
come to class at flexible time frames, depending on their study and activity schedules during the week.
Students never have to miss any class for whatever time suits them.

- Practice daily with the A-Z Reading book library. Learning English is like climbing a hill,
students need an environment and opportunities to use English every day. At AMES ENGLISH, we
understand this and have created an environment for children to use and practice every day in an
exciting way even at home. Parents, whether they know English or not, can help their children practice
and use English through listening - speaking - reading - and writing activities for the RazKids program
and the A-Z Reading Library - a popular book library of children in America.

- Native teachers are good at their expertise, teachers consider themselves friends with the
responsibility of guiding students to learn and discover their potential. Instead of sitting far away from
the students on the podium, AMES ENGLISH teachers will sit with the students, discuss with them,
and help them when they encounter difficulties. With this Active English method, students always have
the opportunity and can communicate confidently.

2.1.

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CHAPTER 3: TASK, PROJECTS AND

ACTIVITIES

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1. Daily task activities

INTERNSHIP DIARY
- English teaching assistant for
foreign teachers in
kindergartens.
- Classroom preparation,
arrange U-shaped chairs for
students.
- Dance and sing the "Hello
Song" for a warm-up activity in
class and give the foreign
The first week
From 8:00 AM to 6:00 PM teacher flashcards.
(16/12/2024- 21/12/2024)
- Assist students in interacting
with foreign teacher and go
with kids to read vocabulary
after them.

- Encourage students to take part

in games that foreign teachers
have organized.
- Prepare teaching aids,
exercises, make flashcards
The second week (23/12/2024 – From 8:00 AM to 6:00 PM - In the morning, teaching
28/12/2024) assistant at Binh Hoa Primary
School for Ms. Yanelis.
- Connect devices: Laptop,
speaker, projector.
- Discuss lesson plan and PPT
with foreign teacher.
- Prepare flascards for lessons

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- Arrange and divide weekly

assignments for students
- Join the English festival with
Christmas topic at Phong Phu
kindergarten.
- The manager directs the
students to take their seats
properly.
- The song "Walking Walking" is
played during the warm-up, and
students take part in quizzes with
a Christmas theme.
- I sing and dance with the
students, and I congratulate the
kids who get the answer right
with gifts.

The third week (30/12/2024 – - English teaching assistant for

foreign teachers in kindergartens.
04/01/2025) - Turn on the TV and play the
song that the teacher requested
for the warm-up activity
- Play the “If you’re happy”, sing
and dance with childrens.
- Maintain classroom discipline
by preventing kids from getting
up from their seats or failing to
focus on what's being taught.

- Encourage students to take part

in games that foreign teachers
have organized.
If students don't understand the
teacher's words, translate them
- Create and laminate flashcards
about Tet Holiday for the
upcoming week.

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- Creating the lesson plans for

next week is my task for today.
- Count the quantity of flashcards
The fourth week that still need to be printed and
the quantity that is in stock.
(06/01/2025– 11/01/2025) - Assist accountants with
completing payment requests
- Coordinate candidates for
interviews

- Set up event for Bong Hong

Kindergarten.
- Participate in the "English
Festival" event at Bong Hong
Kindergarten.
- The manager directs the
students to take their seats
properly.
The fifth week (13/01/2025 –
- The song "Walking Walking" is
18/01/2025)
played during the warm-up.
- Standing at the "Collecting
chicken eggs" booth was the
assignment at hand.
- Through the teacher's guidance,
kids will discover how to count
and locate chicken eggs
concealed behind the straw at
this booth.
The sixth week - I teach at Bong Hong
(20/01/2025 – 24/01/2025) Kindergarten for three periods.
- Check the schedule for
teaching materials and get in
touch with school teachers to

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obtain them.
- Teaching assistant at Duy An
Kindergarten for Mr. Gia Bao
- To support teachers, keep the
classroom stable and orderly.
- Assist the teacher with desk
setup and student distribution
of "My Little Fun" books

- Teaching assistant at (4
periods) Binh Hoa Primary for
foreign teacher Ms. Mia
- Connect devices: Laptop,
speaker, projector.
The seventh week
- Discuss lesson plan and PPT
(05/02/2025 – 07/02/2025) with foreign teacher.
- Support HR department to
contact candidates and schedule
interviews.
- Assist the accountant in
creating the acceptance report.

The eighth week (10/02/2025 – - Print and laminate the

14/02/2025) flashcards for the "Food and
Animals" topic
- Contact candidates and
schedule interviews.
English teaching assistant for
foreign teachers in
kindergartens.
- Classroom preparation,

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arrange U-shaped chairs for

students.
- Dance and sing the "Wheel on
the bus" for a warm-up activity
in class and give the foreign
teacher flashcards.
- Assist students in interacting
with foreign teacher and go
with kids to read vocabulary
after them.

- Encourage students to take part

in games that foreign teachers
have organized.
The ninth week - Support to make video of Sen
(17/02/2025 –21/02/2025 ) Hong Kindergarten
- Prepare teaching materials for
next day
- Check the teacher's lecture
report.
- Make a list of periods for
schools in February
- Teaching at Hoang Anh
Kindergarten (1 period)
- Teaching assistant at Thien
Thanh Kindergarten (3 periods)
- Prepare flashcards for next
week
- Continue to complete the

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attendance sheet for week 3 of

February

- Teaching at Hoang Anh

Kindergarten (1 period)

- Prepare PPT for teaching

The tenth week - Lesson plan for the new week
(24/02/2025–28/02/2025 ) - Organize flashcards and clean
storage

- Set up event at 26A

Kindergarten

- Create exercises for Mai Anh

Kindergarten

- Print and laminate the

flashcards

- Teaching assistant at Sen Hong

Kindergarten for foreign Mr.
The eleventh week
Sam
(03/03/2025– 07/03/2025 )
- I have 3 periods teaching at
Truong Thanh Kindergarten

- Print and laminate the

flashcards for week 2 of March
- Prepare homework for Mai Anh
and Bong Hong Kindergarten
The twelfth week (10/03/2025– - Teaching assistant at Hong An
15/03/2025 )

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Kindergarten in Thu Duc City

for Vietnamese teacher Mr. Van
Dat
- Check a new week syllabus
and suggest printing flashcards.

- Check the teacher’s lecture

report
- Support accounting staff to call
candidates and schedule
interviews.
Coordinate candidates for
interviews.

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Figure 16: Some pictures of me working as an English teaching assistant

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Figure 17: Some pictures of me being a teacher

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2. Project task and activities

Apart from the class sessions where teachers instruct students, Ames Saigon also creates a lot of
events where instructors and teaching assistants can socialize and connect with their students in outdoor
classes by organizing a number of events on special days during the school year. During my internship, I
was also able to participate and enjoy a variety of different events with the center. The most memorable
was the day of participating in the "English Festival" at Bong Hong Kindergarten, Tan Binh District.
At the "English Festival" event, the center organized many different booths for students to have fun,
study, and especially to consolidate what they learned in class by using their knowledge of English. My
company has designed booths and products for students to make themselves, which are the following
booths:
Students in each class will choose the game booth they like to participate in.
 Booth 1: Collecting Chicken Eggs

Figure 18:Collecting Chicken Eggs booth

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Game rules:

+ Students use selection skills to collect the most chicken eggs.

+ Students use reading and listening skills to learn vocabulary about numbers and farm animals.

 Booth 2: Sheep Shaping Booth.

Figure 19: Sheep Shaping booth

Game rules:
+ Students use their skills in creating shapes and distinguishing colors in English to complete the
product.
+ The teacher distributes sheep and sheep pictures and students create sheep pictures using the given
items.

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Figure 20: Students have completed the sheep shape.

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 Booth 3: Sea Animals Discovery

Figure 21: Sea Animals Discovery booth

Game rules:
+ Students use listening skills and English knowledge learned to participate in the seafood booth.
+ Students will become a seafood trader. Through this booth, students will be able to pronounce
English on the topic: seafood names, quantity, color.
 Booth 4: Jump and Say Booth

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Figure 22: Jump and Say booth

Submitted by Nguyen Thi Ngoc Ha ID number: 21011681

Game rules: Students use listening skills and rely on their previous knowledge to jump onto the
vocabulary mat and reach the destination square.

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CHAPTER 4: REFLECTION

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1. REFLECTION ON DEVELOPED WORKING AREA AND SKILLS

Internship is one of the most significant phases in the professional preparation process. Here, the
learning process is complete, and there is an opportunity to put into practice what has been acquired. I
gained a lot of knowledge and experienced a lot of new things throughout my three months as an intern at
Ames English. In order for me to learn a lot of fascinating things, experience a lot of new things, and then
derive important experiences for myself, the teachers at AMES Saigon consistently provided me with
plenty of opportunity to engage with the classes. My communication and classroom management skills
improved as a result of this internship, and I also had the chance to learn four more English languages.
First of all, the internship helped me improve my communication skills. The most obvious
improvement was in my English. During the internship, I communicated mostly with native speakers. This
helped me become more confident and comfortable using English in real-life situations. From there, I
successfully supported foreign teachers in using language to create interactive learning environments,
creating games inside and outside the classroom. Such interactions created a rich and engaging learning
environment for students.
Second, the company's internship gave me the chance to improve my four English language skills—
listening, speaking, reading, and writing—and practice my confidence. Through the process of working as a
teaching assistant for foreign teachers, I found that they impart knowledge to students in a very attractive
and lively way, they teach very confidently without forcing, and the lessons only need practice. Focus on
simple, concise speeches. I was very impressed with their confident teaching style, and through the
internship, I also had the opportunity to be assigned by the company to be the main teacher for 1 or 2
sessions, thanks to which I also practiced my confidence, teaching ability and interaction with my students.
In addition, using the four English skills, I realized that I need to improve them regularly. By attending
class every day, being present in the classroom standing listening, speaking, reading and writing with
students, it has helped me build the habit of becoming better and better at these skills. To someone like me
who wants to be a teacher one day, I think it is important to practice these skills.

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Finally, as a teaching assistant, my main duty as an intern was to assist the foreign teacher to maintain
order in the classroom so that students were active, focused and replied to the lesson. In every class, I met
different situations like students were not focused, they were reluctant to participate in the lessons and
games instructed by the foreign teacher. In most such situations, I learned how to control the classroom by
regulating the disruption and minimizing diversion with non-verbal cues such as eye contact or a gentle
wave of my hand to ask for students' attention without disrupting the lecturer.. I experienced these
situations and encountered many challenges during my internship. Although these are situations and
circumstances that teachers face, being a good teacher requires patience and willingness to accept these, as
long as it does not affect the students.
2. REFLECTION ON PERSONAL DEVELOPMENT DURING THE INTERNSHIP
After 3 months of internship as a teaching assistant at Ames, I had many invaluable opportunities to
gain practical experience, practice and acquire knowledge that is often not fully covered in the academic
environment. Not only did I learn about pedagogy but also developed myself through situations and other
skills. Through the internship, I feel that it not only helped me gain a clearer view of my career but also
helped me practice more teaching skills, patience and the ability to handle situations in the classroom.
First of all, the internship has given me countless wonderful experiences as a teaching assistant under
the dedicated guidance of an experienced and enthusiastic instructor. This is probably the proudest practical
experience that I have ever had in my near 4 years of studying, when I was able to apply what I had learned
and was being tutored in a subject that I actually love. This opportunity offered me the chance to observe
and be involved in a series of teaching practices, which allowed me to record what I need to develop my
capacity and knowledge. I quickly learned the importance of effective classroom management, effective
communication and flexibility, and was able to implement the theory that I learned in the classroom.
Colleague and supervisor feedback impacted me, and difficulties that I faced challenged me even more to
give my best.
In addition, I also gained a clearer idea of what the role of a teacher is through my internship with the
organization. We not only teach, but also work together to make our students well-developed. This duty has
greatly impacted my mindset, teaching me that when we genuinely take ownership of our roles, it not only
improves our work but also increases our happiness and contentment in our work and lives.

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Overall, through the internship, I felt like I stepped out of my comfort zone of limitations while
learning new and useful things for myself. It helped me orient my career goals and develop myself in the
future. The most important thing is that I have to be responsible for my work and behave politely with
students, colleagues, teachers and parents to be able to operate in a professional environment. My toolbox
was significantly more complete after I finished the internship than when I started.

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CHAPTER 5: CONCLUSION

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1. Internship Experience Summary

My three-month internship with Ames English was a demanding and experiential learning process
that fostered my teaching, communication, and pedagogic thinking skills. Beyond the stepping stone to my
future in education, this was an opportune moment for me to explore who I was, gain confidence, and
acclimatize myself to a dynamic and professional working culture. I also had the chance to work with
veteran Vietnamese and foreign teachers during my internship. Their contemporary pedagogy, adaptability
in dealing with kids, and classroom management of daily circumstances taught me a lot. Their practical
mentorship taught me that teaching is not merely disseminating information; it's also about generating
curiosity, developing critical thinking, and building cordial relationships with students.
Among the core values that I have learned from this internship is teaching skills. Through practice
and observation, I have learned how to support the creation of an interactive and effective learning
environment. I have learned how to prepare visual aids, present lessons through scientifically based
presentations, and effectively integrate technology into my teaching, while also supporting teachers in
managing the classroom by organizing learning games and solving students' difficulties during the learning
process. Through what I have learned and am learning at university, I apply all my skills and knowledge to
teaching activities, taking advantage of strengths and overcoming weaknesses to improve teaching
methods.
Through my 3-month internship, not only did I gain knowledge on how to teach, but I also gained
knowledge on the importance of demonstrating professionalism as a teacher in an educational setting. I
discovered the important role played by a teacher's attitude and behavior. The veteran teachers in AMES
have been excellent role models, showing us through example professionalism, punctuality, and positive
attitudes. As a teacher, one has to set an example in front of students and be punctual, dress appropriately
and be pleasant in personality.
In addition, the internship helped me acquire soft skills and boost my confidence in group projects
and communication. I was able to raise my proficiency in English and react swiftly while speaking with

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foreign teachers thanks to my exposure to and communication with a large number of gifted native teachers
as well as a typical foreign language setting.
I had a great time during my internship at Ames English since it was a time when I could feel the
working environment and camaraderie of my peers at Ames. With their advice and hospitality, I was able to
learn, exchange and develop together. The professionalism and hospitality created a perfect internship
climate where I felt valued.
I am incredibly appreciative of everyone at Ames English's company and leadership. In addition to
being a crucial step in becoming the professional English teacher I dream to be, this internship has also
been an incredible experience where I was able to grow as a teacher and acquire plenty of essential soft
skills to be used for solving problems. I am even more certain now that I am capable of working toward my
aspiration of becoming a teacher so that I may share my knowledge with children.
2. Recommendations or Suggestions
After 3 months of internship at Ames English, it was neither too short nor too long but just enough to
leave me with infinite sweet memories during my internship. I completed my internship successfully and
beautifully. I received plenty of opportunities for learning and growth during my internship. During my
internship, I was very satisfied and loved my orientations and goals, from which I worked to be a more
potential teacher in the future. Firstly, after finishing my internship, I found Ames English is indeed a very
good place for anyone who wishes to be an English teacher. The best thing that I can imagine is the
advancement of all the teachers in the future. Ames specifically focuses on overall development, not only
professional skills and foreign languages but also communication skills and adaptation to the workplace.
The teaching staff at AMES are extremely supportive and always willing to guide and share successful
learning strategies with them. Their desire to mentor has made me understand teaching better and have
greater confidence in my ability. Moreover, I would like to express appreciation to the school for the fine
assistance offered to me during my internship, particularly from the Foreign Languages Department. The
instructors were highly committed, considerate, and always ready to give advice as we navigated the
"Business Internship" course. I wish that in order for students to become professional English teachers in

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the future, the school should organize more workshops on professional skills that they need to practice
more, including public speaking, teaching or classroom management. In addition, I believe that the school
can provide more online courses to help students develop soft skills such as using technology to teach and
how to design engaging lessons using various platforms. In looking back on my internship, I am very
fortunate to have learned a lot of support from Foreign Language Department and Ames English teachers,
where my internship provided me with numerous invaluable experiences. It served as a stepping stone for
my career as an English teacher. I am happy to carry these memories with me as I continue in my
profession and will always be grateful for the education, direction, and experiences I have received here.
Lastly, I would want to let all of the incoming students who are about to begin their internships know that
two very important aspects of organizing a successful internship are picking a decent location and having a
positive work attitude. Don't be afraid of the initial challenges or difficulties and give up early. Always
keep an optimistic spirit, don't be afraid of difficulties, but seek guidance from teachers or experienced
people in the field. A positive attitude makes you feel the desire to learn and explore to develop more for
the future

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APPENDICES

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1. Evaluation from the internship company (MUST HAVE)

2. Evidence of performed activities, tasks, duties and assigments

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- Letter of recommendation…

3. Letter of recommendation…

Supervisor: Nguyen Thi Thu Hang, M.A. Page: