A. Introduction I. Introduction of University of Technical education Ho Chi Minn City 1. Brief History The University of Technical Education Ho Chi Minn City (UTE) evolved from the Board of Technical Education, first founded on 5 October 1962, renamed Nguyen Truong To Center for Technical Education in Thu Duc on 21 September 1972, and upgraded to Thu Duc College of Education in 1974. On 27 October 1976, the SRV Prime Minister issued a decision to establish Thu Duc University of Technical Education on the basis of Thu Duc College of Education.
This was amalgamated with Thu Duc Industrial School in 1984 and further merged with Technical Teacher Training School No 5 in 1991 to become the present University of Technical Education Ho Chi Minh City. At 1 Vo Van Ngan Street, Thu Duc District, only 10 km north-east of the center of Ho Chi Minh City, UTE enjoys the combined advantages of a spacious, comfortable, and peaceful suburban study environment and excellent bus service, with easy access to the city center, the airport, and the surrounding areas. 2. Duties. Responsibilities.
The University of Technical Education Ho Chi Minn City assumes the following functions: To train and upgrade technical teachers for technical universities and colleges, professional and vocational schools, and comprehensive middle schools To train technological engineers and technical manpower adaptable to the labor market To promote scientific research and production development in the field of professional education and technological science To expand cooperation relationships with international scientific organizations and technical teacher training institutions.
3. Missions Specialized in training technical teachers at university and post-university levels for the whole country, UTE ought to provide competent trainers directly responsible for training and upgrading qualified manpower for the process of modernization and industrialization of the country and building up a knowledge-based economy.
Being the leading technical education training institution in the whole country and having access to new methodologies and innovative teaching aids, UTE ought to train and upgrade technical teachers, sound in theory, skilled in practice, and competent in pedagogy, and to provide skilled manpower, adaptable to production realities and able to meet the ever-increasing needs of society.
As a center for research and experimentation in vocational education, UTE ought to be a reliable counseling agency for the government in planning relevant policies and to dependably support other training institutions in improving their teaching methods and equipment. 4. Quality Policy “Constantly improve the quality of teaching and learning to offer students the best conditions to develop their creative potentials, broaden their knowledge, and perfect their skills to meet the needs of society. ” Quality Policy (based on the ISO 9001:2000 standards) 5. Training Programs.
An experienced and dynamic state-run university, UTE offers quality technology-oriented training programs in a supportive and student-caring environment UTE, with its 13 Faculties, offers students a large choice of programs and specialties delivered at various levels of training and in different modes of study. The current enrollment amounts to over 25,000 students at 5 different levels – Master’s degree, Bachelor’s degree, Associate degree, Technician diploma, and Technical worker certificate -, studying in 2 different training systems – Regular and In-service.
With the approval of the MoET, UTE has been offering Master’s programs since 1592. Based on its traditional fortes in science, engineering and technology, UTE is now offering 7 Master’s programs: 1. Machine building technology 2. Mechanics of machinery 3. Operation and maintenance of automobiles and tractors 4. Electrical equipment, network and power stations 5. Technical education science 6. Electronic engineering 7 International vocational education.
(In association with Otto von Guericke University Magdeburg, FRG) Together with the development of the country’s economy on the way of industrialization and modernization, UTE has expanded its scope of training Together with the development of the country’s economy on the way of industrialization and modernization, UTE has expanded its scope of training to meet the demands of the new socio-economic reality and is now offering 34 Bachelor’s programs: 1. Electrical and electronic engineering 2. Electronic technology – Telecommunications.
3. Computer technology 4. Industrial electricity 5. Electrical automation 6. Mechanical engineering 7. Industrial technology 8. Mechatronics 9. Automation technology 10. Automotive engineering 11. Thermotechnics – Refriferation 12. Info mechanics 13. Machine design 14. Home and Industrial civil engineering 15. Home economics 16. Garment technology 17. Food technology 18. Fashion design 19. Printing technology 20. Information technology 22. Accounting 23. Industrial management 24. English for engineering 25.
Technical education in Electrical and electronic engineering 26. Technical education in Industrial electricity 27. Technical education in Mechanical engineering 28. Technical education in Industrial technology 29. Technical education in Mechatronics 30. Technical education In Automotive engineering 31. Technical education in Thermotechnics – Refrigeration 32. Technical education In Computer technology 33. Technical education in Home and industrial civil engineering 34. Technical education In Electronic technology – Telecommunications Associate.
programs: 1. Electrical and electronic engineering 2 Industrial electricity 3. Mechanical engineering 4. Automotive engineering 5. Garment technology For the dual purpose of developing human resources for the society and providing a teaching practice environment for our graduates, we arc also actively involved in delivering Technician diploma and Technical worker certificate programs. Technician diploma programs are offered in: 1. Industrial and household electricity 2 Electronic technology 3.
Thermotechnics-Refrigeration 4. Garment technology 5. Automotive engineering 6. Operation and maintenance of mechanical equipment 7. Accounting – Informatics Technical worker certificate programs are offered in: 1. Industrial and household electricity 2. Electronics 3. Metalworking (Turning, Milling Planning) 4. Automotive repair 5. Refrigeration 6. Industrial Mewing This multi-level, multi-mode and multi-disciplinary training structure allows us to take the initiative in all work – from research to applications.
It also facilitates the organization of transfer programs, helping students fulfill their “lifelong learning” dreams in the most economical and effective way. Students can choose either to study on the main campus or in the provinces to suit their conditions. “Constantly improve the quality of teaching and learning” – with this guiding training principle, over the past half century of development, UTE has been training qualified manpower, sound in theory, skilled in practice, and equipped with a good sense of morality, able to stand on various “fronts” – in lecture halls, on construction sites, in factories, etc – to serve the process of industrialization and modernization of the country.
Many of our graduates – over 400 Master degree’s holders, 30,000 engineers, and 2,000 technicians and high-qualified workers -, “brought up” and trained at UTE, are now holding key positions in various training institutions, business and industry. 6. Facilities In addition to our main 17-ha campus at 1 Vo Van Ngan Street, Thu Duc District, we have another 4.
5-ha campus at 484 Le Van Viet Street, District 9, HCMC. We are planning to establish a new 80-ha campus in Dalat, LamDong Province. UTE provides students with adequate facilities in a creativeness-inducing learning environment, giving each and every individual the opportunities for study and practice. The University library has spacious reading rooms with sufficient publications and periodicals for study and research needs – 26,092 titles of books with 299,247 copies, 253 titles of newspapers and magazines, averaging 115 titles of books per one program of study.
Library management and services have been computerized and modernized to meet the ever-increasing needs of the readers. Recently, the University has heavily invested in modern practice and experiment equipment. We now have 72 practice workshops (12,708m2) and 20 laboratories (lr908m2), enough for our present training needs. We have installed 1,363 computers; 944 of these are for teaching, learning and research; the remaining 419 ore for management and administration. Our computer systems are regularly upgraded.
Our local network operates reliably at 512 Kbps; the ADSL lines enable high-speed networking and Internet access. We have 150 claasrooms with a total area of 9,698m2, each varying in size from 64m2 to 175m2 to suit specific training needs (averaging 6,66m2 per student). New buildings to be constructed include a Central Building with 30,000m2 of floor area, a High Technology Center with over 5,000m2 of floor area, and a Multi-purpose Classroom Building with over 4,000m2 of floor area.
For 7 consecutive years 2002 – 2009, UTE’s dormitory has been granted the title “City-level Cultural Unit”. For sporting activities, we have a football field (12,600m2), 7 volleyball courts (756m2); a tennis court (240m2); and a sporting event hall (720m2). Staff UTF’s faculty and staff currently total 698. Nearly 60% percent of the more than 538 faculty members have postgraduate qualifications. Over 100 lecturers are working towards a Ph. D. or a Master’s in the country or abroad. Faculty members actively take part in scientific research and strive to apply innovative teaching methods to activate students.
In addition to creating favorable conditions for individual self-improvement, UTE regularly organizes upgrading courses in foreign languages, computing and professional skills for all staff (averaging more than 10 courses per year). 7. Cooperation UTE maintains effective multiform cooperation relationships with domestic as well as international organizations. We have provided on-campus training to thousands of core technical teachers for technical and vocational schools in the provinces across the country.
In addition to local training institutions, business and industry, we have also established bilateral ties with various international organizations, the governments of many countries, NGOs and international universities and colleges.
Some of our cooperation projects have been highly appreciated-the “Viettnam-Germany Center for training vocational teachers and qualified workers” funded by the State of Baden- Warttemberg (FRO), the Master’s Program delivered in association with Otto von Guericke University Magdeburg and supported by InWent (PRO), the Bachelor’s Program in Clothing Design & Manufacture delivered in association with Heriot-Watt.
University (UK), the Bachelor’s Program in Electrical and Electronic Engineering delivered in association with Sunderland University (UK), the joint-training programs with Siemens, MTZ (FRG), Omron (Japan), Rockwell Automation, Foxconn, General Electric (US), and others. Among our other partners are about 20 other foreign universities, institutes, and international organizations in many countries around the world, including Dresden University (FRG), Trier University (FRG), L’ENSET de Cachan (France), Universite de Metz (France).
Guangxi Normal University (China), Tianjin University of Technology and Education (China), Sydney University of Technology (Australia), Universite de Liege (Belgium), Universite de Sherbrooke (Canada), DSE – DAAD – GTZ (FRG), Yeungnam University (South Korea), Chungwoon University (South Korea), Sejong University (South Korea), Hanbat National University (South Korea), Quilin University (China), Kunming University (China), Yuan Ze University (Taiwan), Southern Taiwan University of Technology, National Taiwan Normal University, and others.
II. Introduction of faculty of foreign languages The Faculty of Foreign Languages (FFL) is in charge of delivering a Bachelor’s program in Technical English and teaching General English and ESP to students of all the other faculties in the university. Faculty members total 23, including 1 Ph. D. , 1 Ph. D. candidate, 12 Masters, and 6 premaster students. The teaching staff consists partly of highly experienced lecturers with many years of leaching at UTE and other large national universities and partly of young teachers full of enthusiasm, energy and creativity.
FFL encourages and creates favorable conditions for all staff members to upgrade their qualifications either in the country or abroad. Within the common trend of regional and internal integration, English has assumed an ever more important role in a multilingual and multicultural working environment. The Technical English program delivered by FFL aims to provide the labor market with white collar workers, knowledgeable about ESP, and able to work in industrial parks, export-processing zones, companies, factories and plants, as well as for foreign offloces, international and non-governmental organizations, where English is required.
FFL actively engages in compiling and adapting ESP textbooks to suit the student’s requirements, as well as the University’s and employers’ expectations. FFL has been seeking assistance from domestic counterparts as well as support in information and teaching materials from universities in English-speaking countries, gradually expanding cooperation relationships and railing the teaching and learning quality, FFL is getting ready to offer new programs in Japanese, Korean and Chinese to meet the ever-Increasing needs in these languages.
III. The aim, the learning outcomes and the pro-requisites of TEFL teaching practicum course 1. The aim Applying the understanding aspects of foreign language learners, methods, and approaches in language teaching and learning, observation, execution of lesson in a specific context, to classroom management. Special emphasis is given to the planning and execution of technically-related lessons. It also provides students a further opportunity to reflect upon their work as professionals. 2. The learning outcomes.
Upon successful completion of teaching practlcum, students should be able to: Gain insight into EFL student’s motlvatlon, frustration, and strategles in learning English as a foreign language. Recognize how theories of language learning and teaching underlie classroom practice, implicitly and explicitly, based on knowledge gained through 8-week observation and leashing practice. Begin to develop a personal view of what constitutes effective EFL teaching. Gain confidence in ability to devise and carry out EFL classroom learning activities by engaging in observation, teaching and tutoring in a diversely educational setting.
3. The pre-requisites Successful completion of Listening, Reading, Speaking and Writing 4, Phonetics and Phonology, Morphology and Syntax, Semantics, British Literature, British Civilization, TEFL Methodology, and Media in ELT. B. Content I. Teaching practicum planning Date (Feb 6th – Mar 31st)Content Week 1 (Feb 6th -Feb 11th)1. Confirm the practicing place; receive specific plan, purpose and requirements, rules and regulations of teaching practicum course. 2. Divide teaching practice groups, meet instructors and members in groups, assign tasks for each person. Week 2 (Feb 13 -Feb 18)1.
Receive teaching schedule. 2. Make plan for teaching practicum in 7 weeks 3. Get acquainted with students. 4. Observe instructor’s class on Tuesday, Feb. 14th , 2012 (Period 1-4, Room A2. 202) and Thursday Feb. 16th. 2012 (Period 1- 4, Room E1. 505) 5. Make the first lesson plan (Unit 7) Week 3 (Feb, 20 -Feb. 25)? Feb. 20th. 2012 1. Observe others classes of Thu Hue, Cam Lien, Yen Nhi, Ngoc (February morning 20lh 2012) 2. Observe Mr. Luan’s class (February afternoon 20th 2012) Period 1-4 ? Feb. 21st. 2012 3. Observe the first teaching of Ha – Word Power (Air travel file + Word group) – Period 1 – Room A2.
202. 4. Observe the first teaching of Tuy? n – Focus on Function (Making arrangements) Period 2 – Room A2. 202. 5. Give the first lesson plan for instructor and receive the feedback. 6. Correct the first lesson plan. ¦ Feb. 23rd, 2012 7. Observe the second teaching of Ha – Word Power (Air travel file + Word group) – Period 1 – Room E1 . 505. 8. Observe the second teaching of Tuyen – Focus on Function (Making arrangements) Period 2 – Room E1. 505. 9. Receive the feedback from instructor and correct the first lesson plan again Week 4 (Feb. 27 -Mar. 03)Feb. 28th. 2012 1.
Observe Huong’s class, Changing lives on 27th February 2012, Period 1 2. Observe Vy’s class, Changing lives on 27th February 2012, Period 2 3. Observe Bao’ class, Changing lives on 27th February, Period 3 4. Observe To Lin’s class. Changing lives on 27th February 2010, Period 7 5. Observe To Lien’s class, Changing lives on 27th February 2010, Period 8 ¦ Feb. 28th. 2012 6. Observe the first teaching of Duy- Grammar point -Past and present perfect simple, period 1, Room A2. 202. 7. Observe the first teaching of Tr? ng- Word Power (Trends file + The language of graphs) -Period 2- A2. 202. 8.
, Get the feedback from instructor and group’s members to correct some mistakes in the second lesson plan for a better teaching period on March 1st, 2012. 9. Give the second lesson plan for instructor and receive the feedback. ¦ March 1st. 2012 10. Observe the second teaching of Duy- Grammar point – Past and present perfect simple, period 1, Room El. 505. 11. Observe the second teaching of Tr? ng – Word Power (Trends file + The language of graphs) – Period 2 -Room El . 505. 12. Get the feedback from instructor and group’s members. 13. Prepare the third lesson plan (Unit 10) Week 5 (Mar.
5 -Mar. 10)¦ March 5th. 2012 1. Observe Hieu’s class, unit Crossing cultures. Period 7 2. Observe To Linh’s class, unit Crossing cultures, Period 8 3. Observe Cuong’s class, unit Crossing cultures, Period 9 ¦ March 6th. 2012 4. Observe the first teaching of Kim – Language Focus (Modal Verbs) – Period 1 – Room A2. 202. 5. Observe my instructor’s class, period 2-3, Room A2. 202. ¦ March 8th. 2012 6. Observe the second teaching of Kim – Language Focus (Modal Verbs) – Period 1 – Room E1. 505. 7. Observe the third leaching of Trong – Focus on Function (Invitation)- Period 2 – Room E1. 505. 8.
Research mora information to make lesson plan for third teaching. Week 6 (Mar. 12-Mar. 17)¦ March 12th. 2011 1. Observe the third teaching of Duy- Word Power -Business headlines file -f Word family, period 2, Room A4. 103. 2. Observe the third teaching of Tuyen – Language Focus, (Present perfect simple and continuous) -Period 1 – Room A4. 103. 3. Observe the third teaching practice of Ha – Focus on Functions (Offers and requests) – Period 3 – Room A4 103 4. Give the feedback for group’s members to correct some mistakes in the last lesson plan for a better teaching period on March 15th .
2012 5. Give the third lesson plait for instructor and get feedback from her to correct it. ?March 13th 2012 6. Observe the fourth teaching of Duy-Word Power -Business headlines file – Word family, period 2, Room A2. 202 7. Observe the fourth teaching practice of Tuyen – Language Focus (Present perfect simple and continuous) Period 1- Room A2. 202. 8. Observe the fourth teaching practiceof Ha – Focus on functions (Offers and requests) – Period 3- Room A2. 202 9. Give the feedback lor group’s members. Week 7 (Mar. 19 – Mar. 24)?
March 9th, 2012 1 Observe the third teaching practice of Kim – Language Focus (Prepositions) – Period 2 – Room A4. 101. 2 Observe the fourth teaching practice of Tr? ng -Focus on Function (Invitation) – Period 3 – Room A4. 103. 3. Get the feedback from instructor and members in Week 8 (Mar. 26-Mar. 31)group, correct the third lesson plan and prepare for the fourth one. ¦ March 20th. 2012 4. Observe the fourth teaching practice of Kim -Language Focus (Prepositions) – Period 2 – Room A2. 202. 5. Create a game and small party to say goodbye to students. II. Teaching schedule NO. DATEPLACECONTENTNOTE.
1Tuesday, February 28th, 2012Room A2. 202Unit 7: Changing Lives Part: Focus on function Opinions and suggestions; agreeing and disagreeingGeneral English 3, 51 students, pre-intermediate level. 2Thursday, February 1st, 2012Room E1 . 505Unit 7:
Changing Lives Part: Focus on function Opinions and suggestions; agreeing and disagreeingGeneral English 3, 31 students, pre-intermediate level. 3Monday, March 20th, 2012Room A4. 103Unit 10: Will our planet survive? Part: Language focus Future with will; the first conditional; if and whenGeneral English 3, 51 students, pre-intermediate level. 4Tuesday, March 13th. 2012Room A2.
202Unit 10: Will our planet survive? Part: Language focus Future with will; the first conditional; if and whenGeneral English 3, 45 students, pre-intermediate level. III. Teaching materials 1. Lesson plan 2. Textbook 3. Student teaching evaluation form 4. Student teaching observation form C. Conclusion I. Reflection paper Through 8-week observation and teaching practice, I recognised that the teaching practicum give me useful first-hand experience and practical knowledge of teaching and learning English as a Foreign Language. Actually, this course helped me to apply the theory, methods and approaching, ets in real class.
Moreover, it is important to know my own strengths and weaknesses. It also provided me a further opportunity to reflect upon my works as professionals. All these things are valuable experience for me to strive for the career in the future. First of all, I made a clear and specific plan for the course. So, I spent 47 periods in observation. Thanks to this, I had a chance to get familier with my students, such as ability, level, gender, interest, number of students, asmostphere and facilities in class. When I observered I noted down who are active and passive, equipments need to bo used.
Then, I considered lesson plans with which activities I could apply in the class, which methods are suitable, what strategies were used to support my teaching and students’ learning. Secondly, I apprehened a lot of things from the intructors and other student teachers, I understood that there are three significant things which teachers should focus when teaching: interaction between teacher and student, professional responsibilties and knowledge and time mangement I found that although the knowledge is good, teaching method is not good. Ultimately, the job is not successful.
Thirdly, when I observed I learnt a lot of useful things from the failure and success of my friends. The common mistake is the instructions were ineffective, which made students confused. However, I learnt a nice way from my peer to give intructions such as giving short sentences, using familiar words as well as emphasizing the important words. After the teacher gives intructions for an activity, he or she could make sure sudents have been about what to do in the activities by asking them some questions. Until he or she has check students’ understanding about it or her instructions, starts the activity.
Furthermore, many student teachers did not give any samples or examples when they asked students to make conversation about some topics, so it was hard for students to know how they should do. In time management, most of apprentices lacked of it. Specifically, we could not divide reasonable time. Obviously, teacher talked more than students talked. Thus, my instructor suggested, “let students practice more”. I really appreciated her advice, it helped me improve a lot after that. The worse thing was we often went into overtime. It was the reason made us lose our self-control.
Besides, few student teachers were not confident about their own ability and knowledge. I realized that it could have equally disastrous consequences. Hence, I reminded me look for more information or documents relating to the lesson. The speciality is know thoroughly the grammar points which we teach because if we are not clear what we say, how can we make others understand deeply? The benifits of utilizing multimedia in teaching are countless. Student teachers carefully considered to take full advantage of them. And so did I. Yet, we completely seemed to be bad at blackboard presentation.
According to a lecturer, she suggested that the blackboard should be divided into two or three parts at the start of the lesson. For example: Additional example or explanationLesson Unit: Title (different color) (page no. ) I. Language focus – grammar structure -use/ meaningAdditional example OrOr Students’ exercise or feed backexplantion This is a layout with 3 parts. If the board is small, we can divide as follow. Lesson Unit: Title (different color) (page no. ) I. Language focus – grammar structure -use/meaning -etcAdditional example or explanation.
Even something seems trifling like the way erase the board, gesture, manners and behaviour, etc. I was also instructed by my consultant. Thanks to her consideration, I made my own pedagogic style. Consequently, my instructor praise me tor this. Over two months, I look back what I got and what I did not. I evaluated my strength and weakness. My strong point is confidence. Thus, I could manage class well, designed task effective, engage all students in learning. The weak point was my pronunciation. Though I tried to correct it later classes, I still pronounced wrong.
So, I made a plan for practice pronounce more to be better. Additionally, I learnt how to solve the problems that can occur in the classes, predict them problems and anticipate the solutions. That was very important for an effective teaching class. In short, base on knowledge gained through 2-month observation and teaching practice, the help of instructors and peers, I gained confidence in ability to devise and cary out EFL classroom learning activities. I applied the theory in school in real environment. In fact, the invaluable lessons and experience underlie for career in the future, I had a straight judge myself.
Subject: Higher education,
University/College: University of California
Type of paper: Thesis/Dissertation Chapter
Date: 27 October 2016
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