Ministry of Higher Education and Scientific Research

M’hamed Bougara University of Boumerdes

Faculty of Letters and Languages

Department of English

Internship Report
Accomplished in Omar Klalcha High School
from March 5th to May 30th

Internship report submitted in partial fulfillment of the requirement

For the degree of

Master in English: Linguistics Branch

Presented by: Ahmed Bouras Trained by: Mrs. Morsli

Panel of examiners:
President: Dr. Djoudir Lynda
Examiner: Ms. Bensoltane Meriem
Examiner: Mrs. Benmansour Rim

Academic Year: 2021 / 2022

 Acknowledgments

I am grateful to God for granting me the power, will and tolerance to accomplish the

practical training as well as the report.

I would like to show my gratitude to Mrs.Benhamana, the headmaster of the department

of English, and Mrs.Ibersienne, the principal of the Language Sciences Stream, and the

administrative staff for their efforts in giving us the chance to undergo the internship.

I shall show my thankfulness to Mr.Derradji, the headmaster of Omar Klalcha secondary

school of Khmis El Khechna for giving me the opportunity to do my internship there, as I am

appreciative to Mrs.Morsli, my teacher trainer, for welcoming me as a trainee, and for her

instructions and guidance throughout the practical training. I am grateful to the administrative

staff of the secondary school for their cooperation with me as during my training period.
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Dedication
I would like to dedicate this work to my family, to my brothers and sister. I gift this

success to my nephews and nieces, to my grandparents, in addition to my uncles and aunts

whose existence in my life gave it more meaning.

I dedicate the achievement of this modest paper work and that of my study career to

Mrs.Boumerdasi, my teacher of English during fourth year in middle school, and to

Mr.Hammami, my teacher of French during the three years in secondary school as they believed

in me and encouraged me to be a better student than I used to be.

My dedication of this achievement is also to my friends: Salah Eddine Kremba,

Mohamed Zidi Allal, Ferroudja Kaci, Amine Zouad, Riadh Bouda, Riadh Mezouar, Zakaria

Chila, Salim Arous, Walid Djouhri, Aziza, Imad Boulellou and Abd el Moumen.

A last person to whom I am honored to dedicate this work is Abdellah Belkacemi, my

soul mate that I love the most and wish for a happy, successful and prosperous life.
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Table of Contents
Acknowledgment I
Dedication II
Table of Contents III
List of Tables V
List of Abbreviations VI
Abstract VII
I. The Objectives and Context of the Internship . 1
1. Introduction 1
2. The Objectives of the Internship 2
3. The Context of the Internship 3
a) The description of the host establishment 3
b) Internship Period 4
c) The Teacher Trainer’s Description 4
4. Conclusion 4
II. The Internship Activities. 5
1. Introduction 5
2. Visited Classes 5
3. Observed Classes 7
a) First Session 7
b) Second Session 9
c) Third Session 10
4 Preparation Phase 11
a) The Objectives of Competence-Based Approach 12
b) PPU Framework 12
c) PDP Framework 13
5. Lessons Presented 15
a) First Lesson 15
b) Second Lesson 17
c) Third Lesson 18
6 Testing 20
 IV

a) Test Supervision 21
b) Test Evaluation 22

7. Conclusion 23
III. Contributions of the Internship...........................................................................25
1. Introduction 25
2. At the Didactic Level 25
3. At the Academic Level 26
4. At the Educational Level 26
5. At the Personal Level 26
5. Conclusion 27
V. Internship Evaluation............................................................................................28
1. Introduction 28
2. The Positive Aspects of the Internship 28
3. The Negative Aspects of the Internship 28
4. Recommendations 29
5. Conclusion 29
References List 31
Appendices 32
 V

List of Tables

Table1: the number of Students in Omar Klalcha Secondary school. 03

Table 2: The visited classes 07
Table 3: Observed Classes 07
Table 4: Presented Lessons 15
 VI

List of Abbreviations

CBA: Competence-Based Approach

S.M.A.R.T: Specific, Measurable, Achievable, Relevant and Time-bound.

P.I.A.S.P: Presentation, Isolation, Analysis, Stating rule, Practice
S.A.R.S: Select, Adapt, Reject and Supplement.
PDP: Pre-reading, during reading and Post reading.
PPU: Presentation, practice and Use.
SLA: Second Language Acquisition.
ST: Science Technique
LPH: Literature and Philosophy
AS: Année Secondaire
G: Group
GE : Génie Electrique
GC : Génie Civile
MT: Math Téchnique
PIASP: Present, Isolate, Analyze, Synthesize, Pracrtice
Lrs: Learners
Ss: Students
T: Teacher
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Abstract
With the purpose of documenting my practical training as an intern teacher of English

in Omar Klalcha secondary school, which lasted from March 5th, to May 30th, 2022, I compiled

this training report. The internship is composed of three phases which are the observation phase,

the preparation phase and the presentation phase. The classes I attended were; 3rd year LPH,

GC, MT, GE and second year GC, MT, GE. Throughout this report, I mentioned all the details

I witnessed during the observation phase. In the latter, I aimed at covering as much information

as possible. In addition to that, I explained the strategies that I learned from my training teacher

and the articles that I read and how I used them in the practical phase. I went on with identifying

the obstacles that I faced as a teacher and how I surmounted them. To conclude, I highlighted

some difficulties that face teachers and learners in the process of learning, and suggested some

solutions that I find helpful.

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I. The Objectives and Context of the Internship

1. Introduction
“Education is of great importance in nowadays life and its main purpose is the integral

development of a person. It develops a society in which people are aware of their rights and

duties” (Punjab Colleges, 2020).

The practical training is one of two choices to fulfill the requirements of the Master Degree

in the department of English where I studied; the second choice is to conduct a research. The

practical training is important since it raises the awareness of students as teachers. They acquire

more knowledge about the profession of teaching and the atmosphere of this job, including

working around the administrative staff and the students. It is an experience that invites the

trainees to be at the center of the process of teaching and learning allowing them to take a closer

look at the techniques and get a grasp of the strategies implemented by educators to fulfill their

mission.

2. The Objectives of the Internship

The Internship is a purposeful training through which the educators target various

objectives to achieve for the benefit of the trainees on the one hand, and for the educational

systems on the other hand. One of the major objectives is that it provides trainees with all the

strategies and techniques that are used in the field of teaching as they observe and practice the

theories they learned during their study curriculum. The practical training is also a chance for

them to acquire and develop the skills they need to pass the lessons to learners. The training is

a means for interns to apply their theoretical knowledge about classroom and time management,

in addition to its credibility to assess themselves at the levels of interaction and progress as

intern teachers. At last, the students who undergo internship bridge the gap between the
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theoretical competences they learned during their studying career with a practical performance

as teachers which then serves the school needs for teachers.

According to an article on the Website of Monroe Community College, the objectives of

a student participating in an internship or co-op are to:

Explore career alternatives prior to graduation.

Integrate theory and practice.

Assess interests and abilities in their field of study.

Learn to appreciate work and its function in the economy.

Develop work habits and attitudes necessary for job success.

Develop communication, interpersonal and other critical skills in the job interview

process.

Build a record of work experience.

Acquire employment contacts leading directly to a full-time job following graduation

from college.

(Monroe Community College, 2022)

3. The Context and Duration of the internship
3.1 Description of the School:
Students who have chosen to compile training reports were sent to secondary schools that

are near their place of residence. Thus, I did my internship where I live in Khmis El Khechna.

Omar Klalcha is a secondary school situated in the city center at the top end of the principal

boulevard downtown. It was founded in July 3rd, 1983 and named after Omar Klalcha, an

Algerian martyr of the war of independence, just like many other Algerian schools of different

levels primary, middle and secondary schools in addition to universities and institutes.
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This establishment is the largest secondary school in Khmis El Khechna since it receives

many students from all over this big city and neighboring rural areas. It contains four blocks;

the first one is for 2nd and 3rd year students, including teachers’ hall, two computer classes and

six laboratories for science and physics classes. The second block is for 1st year students, the

third one is for the administration, the fourth one is for school canteen, staff warehouse and

workshop, library and the amphitheater. There is also a large area dedicated to sports,

composed of three stadiums in open air, basketball ground, volleyball ground and a shot put

ground, in addition to an enclosed gym for sports in winter.

The secondary school has a great capacity to contain a large number of students. During

the academic year 2021/2022, it contained 1457 students. It had 86 teachers, 24 of them were

male teachers, and 62 women, among which there were 8 teachers of English. This number of

teachers is divided on 33 classes which are split to two groups per class, including a maximum

number of 26 students in each group.

Year Groups Male Female Total

1st Year 12 194 278 472

2nd Year 17 167 362 529

3rd Year 18 160 259 456

Grand Total 47 521 936 1457

Table1: the number of Students in Omar Klalcha Secondary school.

3.2 The internship period

My experience in Omar Klalchasecondary School as a trainee started on March 14th,

2022, and lasted for two months and a half. This period was divided into phases according to

the activities I have done during each phase. The first month, from March 14th until March 23rd,

was dedicated to the observation phase, the period during which I gathered the data about
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everything that was happening in the classroom between the trainer teacher and learners in the

teaching and learning process and its context. The preparation phase did not last for such a long

period of time since most of the procedures of the lessons were viewed in class during the

observation phase. The preparation phase was about the lesson plans making, explanation of

the strategies and techniques suitable for each lesson plan, and the core tips for time and

classroom management. Therefore, it lasted from March 28th, to April 14th. The final phase

included my total involvement in preparing lesson plans and presenting them in class. It was

the moment of truth when I could finally apply what I learned during the two previous phases,

and of course, I was not that good from the first session, especially with time management, yet

I had to catch up with my mistakes. Then, I ended the training by the correction of the exams

and exam papers for students. This last practical phase lasted from April 17th, to May 15th.

3.3 The Teacher Trainer’s Description:

Mrs.MoresliNaziha is a devoted teacher to her job, with an experience of sixteen years.

She has been officially recognized in 2006 as a secondary school teacher. She is so welcoming

since she welcomed me as a trainee. She is a serious trainer teacher that gave me the instructions

and guidance I needed throughout the preparation phase. Her students show a great amount of

respect and appreciation to her as a teacher. Her professionalism is shown at the level of her

mastery of classroom control and management. In addition to that, she shows a great deal of

creativity in getting her students involved in the learning contexts that interest them regardless

of the textbook.

4. Conclusion
To sum up, it was the context of the internship that helped in creating a good work

environment for me, as a trainee teacher, along with the cooperation of the trainer teacher and

the administrative staff that added a motivating push to my internship. I really benefitted from

this experience on a variety of levels. That entire environment contributed in accomplishing the

training and attaining the procedural goals.

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II. The Internship Activities

1 Introduction
The internship is mainly a link that sets a bridge between the students’ career as learners,

and their career as future teachers. Therefore, many internship activities that get the trainees to

attain the full involvement in the pedagogical practices have been made sure to be followed and

instructed to the interns. Among the activities, the first one is the visit of classes which is about

when students visit the classes of their trainer teacher for the first time and get the first

impressions about the classroom atmosphere as visitors. Furthermore, the presentation phase is

the richest phase concerning the activities that interns participate in such as; designing lesson

plans, presenting the lessons, participating in coordination meetings with theoretical or practical

inputs, testing students and correcting their tests and exams.

2. Visited Classes
At the beginning of my training period, I started by visiting the classes that my trainer

teacher presented. I took a place at the back bench in order to stay out of students’ sight and out

of their attention. I noticed their first looks at me as a young trainee. They were confused

whether I was a student or a trainee teacher. During those classes, I got the first impressions

about the classroom atmosphere, including the course of the lessons.

Thanks to her experience, my mentor made the sessions seem to pass effortlessly with

no struggle. In every session with second year students, she had a way to get her students’

attention and worked with them in harmony to reach the objectives of each lesson. According

to what I have witnessed, there was a minimal use of the mother tongue Arabic in some cases

to explain some difficult concepts of which synonyms where also unknown to the students due

to their shortage in competence and interest in learning the English language. However, with

the Third year students, she focused on reminding them that they have the baccalaureate exam

which serves as a purpose motivating them to get more involved in the lessons. With both
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second and third year, there were only a few calls for order by the teacher to her students for

two main reasons generally; students’ distraction and loss of interest in some lesson contents.

The training teacher deals with her students with a light spirit most of the times in order

to reduce the gap between the learner and teacher since the main goal of the session is not to

control them, but to integrate and encourage the average students to participate more in the

classroom activities. Nevertheless, the trainer teacher was also severe when students who

seemed to have a lack of seriousness about the session. She sets order in the classroom so as to

achieve the targeted objectives of the lessons which are limited by the session time which is

sixty minutes.

Although it is an old secondary school that has been running since 1983, it looks like a

school that has been newly established thanks to the hard work of its staff that makes sure that

everything is clean and in good condition for use by the teachers and learners starting from

tables, chairs, classroom walls, boards, to the outside paint of this establishment’s walls which

have been recently polished before the BEM and baccalaureate exams period. The overall

environment and condition of the school motivate the teachers and learners to have discipline

and seriousness in the educational mission.

In this respect, a suitable studying environment paves the way for a better educational

attainment. My trainer teacher dealt with three second year classes and five third year classes

namely; 2AS GC, GE , MT , and 3AS LPH G1, LPH G2, GC, GE, MT.
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Classes Average age of Number of boys Number of girls The total

learners
2AS GE 16 13 2 15
2AS GC 16 11 21 32
2AS MT 16 6 6
3AS LPH G1 17 7 11 18
3AS LPH G2 17 5 13 18
3AS GC 17 15 19 34
3AS MT 17 4 12 16
3AS GE 17 9 3 11
Table 2: The visited classes

3. Observed Classes
During this period, my presence in the internship establishment was centered on

observing the classes of my trainer teacher. Therefore, I mentioned everything concerning my

observed classes:

Date Duration Unit Sequence Class

Monday, March 1h Schools: Listen and 3AS LPH G2

14th, 2022 1:30 Different and Consider
Pm Alike
Wednesday, 1h Astronomy and Read and 2AS GE
March 16th , the Solar System Consider
2022 4:20 pm
Monday, April 45 minutes Schools: Read and 3AS LPH G2
11th, 2022 10:00 Different and Consider
Am Alike

Table 3: Observed Classes

A. First Session
In the first session I observed was a Unit Introduction with third year Literary and

Philosophy stream. When the session started, the teacher trainer greeted the learners and asked

one of them to write the date on the white board, she then wrote the sequence on the board

“Listen and consider”, but she left the unit title empty. After that, she distributed a set of

handouts.
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As a warming up, she asked the students about the form and content of the first task.

The students raised their hands and the majority of them answered that it was a series of

illustrations tackling names of universities; Harvard University, Oxford University and Qasdi

Merbah University of Ouargla. She asked them about the country of each university and they

named the countries. Thus, she went on and wrote the new unit title on the white board “Unit

Three, Schools: Different and Alike”. She then told them that they are dealing with “Education

in the World”. The teacher wrote the answers of the first task on the board for the learners to

write them down.

My trainer teacher moved to another task and told the learners to follow with her on the

handout. This task was a matching exercise, composed of abbreviations in the first column, and

their meanings in the opposite one. The students answered the task orally in interaction with

the teacher. For the error treatment, the teacher allowed the learners to correct each other’s

mistakes, and if they could not, she guided them to the correct answers. The students wrote the

answers on their handouts after each one answered.

The trainer teacher moved to the third task. The latter was an exercise with a question

to reorder the Cycles of Education and to tell their classmates about the school they used to

attend in every stage of their educational life or hoping to attend in the future, concerning

university stage. For this task, the teacher gave the learners five minutes to think of the task,

and then she started discussing the answers with the pupils. Each one who answered the first

part about the order of the stages would carry on and name the school they went to.

The teacher trainer ended the session by referring to everything that the learners have

seen in that session emphasizing that it was an introduction of the unit and that everything will

be related to the theme: “Education in the World”.

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B. Second Session
On Thursday, March 16th, 2022, I observed a session with Second Year Class Genie

Electric stream. Due to the massive number of students in this Secondary school, the classroom

in which this session took place was a library before, and then it was turned into a classroom to

meet the needs of classes.

It was a Reading and Writing session in unit two: Waste Not, Want Not. The teacher

greeted her learners and they greeted her back. She asked them about the date and when they

answered, she wrote it on the board. As a warming up, the teacher asked the learners to give

her some words which are related to the environment, and the learners answered differently

with many words.

Pre-reading, the teacher distributed the handouts on the learners and asked them to look

at the pictures. After that, she asked them about what they noticed. The learners answered that

they noticed two categories of the pictures. The teacher guided them to name the two categories

by asking them whether the activities, which were represented in the pictures, were good or bad

for nature. Learners, therefore, answered that some of the activities were good and some others

were bad for nature. Next, the teacher asked them to classify the above practices according to

the chart, “Column A: Environment friendly practices and Column B: Environment unfriendly

practices”. The learners answered the task in interaction with the teacher.

During reading, the teacher asked the learners to guess what the text would be. The

learners answered by picking the right title for the text from the suggestions list. The teacher

moved to the form of the text and asked the learners to tell her how many paragraphs were

there. They answered that there were three paragraphs by identifying the beginning and the end

of each one. The teacher then asked the learners about the title and the source of the text if there

were any of them. The learners answered that there was no title and no source for the text. The

teacher asked the learners to underline the keywords. The learners answered the question by
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stating the most repeated words. The teacher invited the learners to check their classmates’

answers when they answered. The learners answered by mentioning the specific keyword of

the answer to support their answers.

Post-reading, the teacher moved to another task which was answering the statements

whether they were true or false. Thus, the learners scanned the text and started answering the

task. The teacher after that selected some students to answer the task. She then asked them to

do another task of answering the questions, and while they read the questions, she explained to

them how to answer them. the teacher asked the learners to read the forth question and match

the words with their synonyms. The learners depended on the keywords to find the synonyms.

The teacher was about to move on to another task of interpreting the pictures and reordering

them, the bell rang, so she told the learners to do it at home and the session ended. I noticed

that the teacher told the learners to continue at home, and she left; “in order not to consume the

time of the other teacher’s session with the same class”, as she explained to me later.

C. Third Session
This session was with second year scientific stream on Tuesday, April 12th, 2022, during

the holy month of Ramadan according to which the session time was reduced from one hour to

forty-five minutes. It was a grammar lesson about expressing similarities and differences.

At the beginning of the session, the teacher greeted the learners, and then wrote the date,

unit title: “Schools Different and Alike”, theme: “Education in the World” and Sequence: “Read

and Consider”. The teacher distributed handouts on the learners.

Presentation; the teacher trainer read the set of sentences and discussed their meanings

with the learners in interaction to integrate them in the context of the lesson. The teacher reads

the examples again and emphasizes on the terms that are related to expressing similarities and

differences such as; what do you notice about these terms? The learners, therefore, answer that

they are used in comparison. The teacher saw that she had gotten the general answer, so she
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narrowed it by explaining that they indeed express comparison, more specifically, similarities

and differences. The first task the teacher gave to the learners is to classify the sentences in the

chart according to what they express; Column A for similarities, and Column B for Differences.

Practice: After finishing the first task correction with the learners, the teacher told them

to move to the second task in which students are required to combine the sentences using the

terms they have seen to get a meaningful sentence that expresses difference or similarity. For

instance,” In the USA, education is compulsory. In the UK, education is compulsory= (Like in

the USA, education in the UK is compulsory)”. The teacher asked the learners to answer freely,

yet when they seemed to be shy or confused, she went on and picked one of the learners, and

then she guided them slowly to the answer. The teacher helped learners to understand the

general meaning of the sentences to figure out what each sentences expresses. After that, she

corrected the learners’ answers by emphasizing on their answers in sort of a question with

intonation. When the whole task was answered by the learners, the teacher explained the use of

each one of the terms in contrast such as; like≠ unlike, neither…nor ≠both…and.

Use: The teacher gave the learners homework to write a paragraph about the differences

and similarities between schools in Algeria and a foreign country of their choice, using what

they have learnt in expressing similarities and differences.

4. Preparation phase
The preparation phase was the most important phase for me during the training. It was

during this period that I had the chance to learn and acquire most of the knowledge I attained

during the whole internship. Since it was more practical, I was asking my teacher trainer

questions about what I have seen during the sessions, at the end of every session that I observed.

My trainer teacher gave me valuable instructions about the lesson procedures. Moreover, I

sought more information online to be ready for the presentation of the lessons during the

practical phase. In this section, I tackled some of the information I learned during this phase,

which contributed to my training as a teacher. In addition to what I have read online and the
 12

guidance of my teacher trainer, I chose to mention some information that I received from my

colleague trainees who also contributed to my cognitive attainment.

A. The Objective of Competence-Based Approach

In order to understand the objective of CBA which is used in teaching EFL/ESL, I read

some articles and one of them was an article in the World Journal of Education written by

Estelle Bancolé-Minaflnou. The author of the article says that the main objective of this

approach is motivating the learners to become true agents of change and development through

linking the experience of the learners in the classroom with that of their socio cultural

environment. In other words, through this approach, learners do not only learn English, but they

also acquire life coping skills in the classroom. Hence, they will be able to use English in their

daily life, which explains why the CBA is a learner-centered approach. (World Journal of

Education Vol. 8, No.6; 2018)

My teacher trainer explained to me two frameworks, namely; PPU and PDP, in addition

to their procedures that she used in presenting her lessons as follows:

B. PPU Framework: (Present, Practice, Use)

During the first stage; Presentation, Students become familiar with the topic, the

language and essential vocabulary they will use during the lesson. The teacher would achieve

the following objectives. He/she elicits background knowledge related to topic or language

point first, and then, finds out what the students already know related to the lesson. After that,

the teacher provides background and situation, and then he/she, subsequently, introduces

vocabulary/language structures inductively or deductively when appropriate. Last but not least,

the teacher gives students time to write and reflect on new language structures, vocabulary and

ask questions.
 13

The second stage is the “Practice stage” during which students goes through a process

of internalizing information in order to prepare for later communication by practicing the

language in various ways, moving from “teacher-controlled” to “student-centered” activities.

The teacher in this stage provides a variety of activities that focus on the target

material/language, and their involvement in class gradually decreases as students take more

control and move from controlled to freer practice, especially, through the use of independent

pair and group work with a little monitoring, by the teacher, henceforth, to gradually increase

student talking time and decrease teacher talking time. The involvement of the teacher in group

or pair work is limited to error correction related to target language and clarification of

instructions as needed. Practice allows students to demonstrate their understanding as the

teacher monitors and helps as necessary, which prepares students for the “Use” stage where

they will be able to use the language on their own, mostly independently of the teacher, written

prompts etc.

Finally, for the Use stage, students spontaneously produce the language required for the

whole, real life task and real communication. Moreover, the latter personalizes the material so

that students use the language they have learned to talk about themselves, their lives, etc.

However, in this step students are required to be creative with and expand on the target language

in a real context. As the use of the language unit they learn during the session allows students

to demonstrate their independent control or learning of the new language/material. Furthermore,

the teacher involvement is limited to monitoring and checking on progress toward achievement

of student learning objectives.

C. PDP framework: (Pre-stage, during stage, Post stage)

The Second framework that my teacher trainer explained to me was the PDP, an

abbreviation of Pre-reading, during reading and post reading. My trainer teacher elaborated

her explanation of the objective of this framework that lessons are ones in which the main
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learning objective involves the students demonstrating that they have understood a text which

would normally be challenging for them because of its language, style or organization. In order

to be able to succeed in achieving the objectives of the lessons, the teacher uses observable

verbs describing student behavior. The PDP is used for what is called “receptive skills” such

as; listening and speaking as well as reading and writing. That is why my teacher left the

explanation open on “Pre-stage, during stage and post stage”.

Pre-stage: it is during this stage that the students become familiar with the topic, the

language and essential vocabulary they will use during the lesson. The teacher, first, activates

schema through use of visuals, topic-related discussion, or prediction. Secondly, he/she

Provides background and situation related to the text in an interactive way. Third, the teacher

introduces key vocabulary and language structures related to the text, audio or audio-visual

material.

During stage, reading or listening, students interact directly with the text a number of

times, each time with a specific purpose that leads the students to gradually gain a

more detailed understanding of the text. The teacher by this step provides multiple opportunities

(at least three) for students to hear/read the text. It is a core element that each listening or reading

has an interactive task requiring some kind of response from the students. Concerning the tasks,

they move from general to specific understanding. In other words; the tasks must move from

getting the main idea to looking for specific, discrete pieces of information or individual words.

Furthermore, the role of the teacher in this stage is to guide the learners to achieve the well-

understanding of the text as he/she allows time for students

to check comprehension, as questions, clarify vocabulary and the coherence of the text.

Post-stage: students’ understanding of the text, in this stage, is reinforced through

expanding on the text or personalizing thee topic using other language skill areas, namely;

speaking or writing. This process requires students’ creativity, through which they reinforce the
 15

new vocabulary, words and language structures using other skills.

5. Presented Lessons
For the presented lessons, I started presenting lessons early during my internship

because my teacher trainer had most of her classes of third year level pupils who would start

skipping their classes by the third trimester in order to get ready for the baccalaureate exam. I

chose three sessions that I presented in order to mention the procedures that I have followed to

transmit the lessons to the learners. For the teaching material, my trainer teacher used to give

me the handouts so that I could design the lesson plans according to them.

Date Duration Unit Sequence Class

Wednesday, 45min Astronomy and Read and 3 AS GC

April 11th, 2022 the Solar System Consider

Tuesday, April 45min Budding Discovering 2 AS MT

19th, 2022 Scientist Language

Thursday, April 45min Grammar 3 AS LPH

21st, 2022 Review of
Reported
Speech

Table 4: Presented Lessons

A. First Lesson
The first lesson that I presented was a grammar lesson of Conditional Type Two. I

designed the lesson plan for this lesson using PPP (Presentation Practice Production)

framework.
 16

I started the session by greeting the learners and the teacher trainer. After that, I wrote

a task on the board to be read and considered by the learners. The task was a set of sentences. I

started reading the sentences and highlighting the general meaning of each sentence.

As a warming up, I asked the learners to tell me what they noticed about the sentences,

and they answered that it was about “if conditional” since they have seen the word “If” in all

the sentences.

Presentation: I read the sentences for the learners and started discussing the tense of the

verbs. I asked the learners to find out in what tense the verbs were conjugated in the first clause

as well as in the second clause. The learners answered that the tense of the verbs in the first

clause was the past tense and the present perfect in the second clause. Their answer was correct

in a way that the verb of the first clause was in the past tense, yet to make it more specific, I

suggested:” Is it Past Simple or Perfect?”, The learners thought about the difference between

the two tenses, and then answered that the verb was in the past simple tense. Next, I wrote the

rule of the two previously known conditional types Zero and One, and then asked them to

extract the rule of this new type. Thus, one of the pupils came to the board and used the

sentences of the task to extract the rule as follows:” If you were out in space, you would see the

earth as a small ball; If+ Subject+ Verb in the past simple tense+ (,) + Subject+ Would+ Stem+

rest of the clause.” I explained the difference in meaning of this type of conditional which is

used to talk about imaginary and unreal situations. I, then, gave the learners five minutes to

write the task and the rule on their copybooks.

Practice: I gave the learners a practice which was a set of sentences composed of two

clauses, but the clauses were separated by a full stop and they were not in the conditional. I

gave the learners five minutes to do the practice and then I corrected it with them. When

correcting the practice, I noticed that they were facing difficulty to get the right tense, therefore,

I gave them another practice, yet this time, the aim of the practice was to put the verbs between
 17

brackets in the right tense to get a meaningful sentence in the Conditional Type Two. The time

I dedicated for this practice was five minutes, and then I started the correction with them.

Production: So as to produce what they had just learned, I gave the pupils a final task in

which I asked them to write a short paragraph, using at least four sentences of conditional type

two, to answer the following communication situation: “Imagine that life on the moon was

possible. How would people live there? Write a short paragraph of no more than ten lines to

answer the question, using the conditional type two”.

B. Second Lesson
The second lesson which I presented was a Reading and Writing session, in Unit three:

“Budding Scientist” with second year scientific stream of Technical Mathematics class. It was

during Ramadan, and according to the schedule during this holy month, the session duration

was reduced from one hour to forty-five minutes. I presented this lesson under the PDP

framework. The main objective of the lesson was that by the end of the lesson, students will be

able to define and speak about different sciences and discoveries.

I started the session by greeting the learners and the teacher trainer. After that, I

distributed the handouts which would help them follow up with me and to save the time of

writing or explaining everything on the white board.

As a warming up, so as to intrigue their attention, I asked the learners to look at the

illustration on the handout, and to tell who the figures shown in these illustrations are. The

learners then answered that they were mainly famous figures. Thus, I went on to be more

specific, and I gave them a suggestive question to guide them. I said:” Are they actors, scientists

or what?” The learners answered that they were scientists. I, subsequently, asked the learners if

they knew these scientists’ names. The learners, individually, each one of them picked the

scientist they know and named them:” Albert Einstein, El Khawarizmi and Isaac Newton”. I

gave the learners a question to relate their cognition about each scientist and their achievement.
 18

The learners answered that Albert Einstein was known for his theories of relativity, El

Khawarizmi was known for his invention of algebra, a branch of mathematics, and that Isaac

Newton was known for discovering gravity. Since they mentioned the two terms “to discover”

and “to invent”, I explained the difference between the two. Next, I gave the learners a task to

unscramble the words to get names of sciences. An example of that activity: “1) M-t-a-e-m-c-

i-s-h--t-a= Mathematics”. The latter step was to make students more familiar with the unit

keywords.

Pre-reading: I asked the learners to open their books on page 80 and look at the

geometrical figure carefully then answer the questions. When answering the questions, I

explained to the learners what angels are by drawing them on the board, and naming each one.

I then used the suggested answer in activity 1 on page 80.

During reading: I asked the learners to read the text silently. I, then, wrote the first

activity on the board of which question was:” Read the text and say if these sentences are true

or false”. The correction of this activity was in interaction with the learners. The objective of

the latter was to ensure that the skimming of the text by the learners was successful. After that,

when I was done correcting the activity with the learners, I gave asked them to move to the next

activity, activity 2 on the same page. The question was:” Read the text again and find in which

paragraph is the geometric shape in figure 2 explained”. The objective of the second activity

was to make sure of the well understanding of the text by the learners. The learners answered

that the idea was mentioned in the third paragraph. I was about to move to ask the learners to

move to activity 1 on page 81, however, the time was up, and the bell rang, so I asked them to

consider the solution of the activity at home.

C. Third Lesson:
The third lesson I presented was a review for third year students of literature and

philosophy stream so as to get them ready for the baccalaureate exam. The lesson was about
 19

the Direct and Indirect Speech, in other words, Reported Speech. I designed the lesson plan for

this session under PIASP framework.

I greeted the learners and the trainer teacher, and then wrote the date as well as the title

of the review lesson on the white board:” The Direct & the Indirect Speech”. Since they have

already dealt with the lesson, I asked the learners to tell me the purpose of using reported speech.

I asked them that question to stimulate their memory and to help them recall their background

information about reported speech. The learners answered that we use the reported speech to

tell someone else what someone or people said. As a further step to start the lesson I gave the

learners a handout that contains all the changes that happen at the level of the sentence when

reporting, in direct and indirect speech.

Presentation: In the purpose of presenting the reported speech, I explained the difference

between direct and indirect speech in general. After that, I moved on to drawing the learners’

attention to the chart on the handout. The latter contains four columns; the first one for the tense

in direct speech, the second one for the tense in reported speech, the third one for the example

of direct speech and the forth one for the example in reported speech. Furthermore, I explained

to the learners that there are reporting verbs to use according to the convenient situation that

they are reporting, and that these verbs give more details about the context that the speech was

said. The verbs were written on the handout already and the learners followed with me while I

was explaining them.

Isolation: By this step, I re-wrote the set of examples that were on the chart in the

handout in pairs, reported speech and direct speech examples on under the other, on the board.

Next, I started isolating the components of each sentence and stating the differences between

the direct and the reported speech. I did this in order to tackle the changes that happen at the

levels of punctuation and sentence units to isolate each form with and its characteristics.
 20

Analysis: In this procedure, I aimed to go deeper in the explanation. To do so, I asked

the learners a question about the transition of the tenses of the verbs from reported to direct

speech. The learners answered according to each example they chose among the ones written

on the board.

Synthesis: In order to synthesize everything, we had seen, so far, during the lesson, I

restated all the information I already tackled with the learners by using each example in reported

speech and its transition to the indirect speech in reference to the rule that was mentioned in the

chart, concerning the changes that occur at different levels.

Practice: I gave the learners a practice which contained a variety of sentences. Some of

the sentences were in the reported speech, whereas the others were in the direct speech. I asked

them in this practice to transition the sentences from direct to indirect speech or vice versa,

according to the sentence. After ten minutes, I started correcting the practice with the learners

and they succeeded in most of getting the most of the transitions correct. Finally added another

practice to the learners, a free exercise, in which they were required to produce sentences in the

direct speech, and then transition them to the indirect speech. However, there was not much

time left for this practice to b done and corrected in the classroom, so I asked the learners to

finish it at home.

6. Testing

One of the essential procedures of teaching is “Testing”. Its importance is apparent in

its functionality, since it provides teachers with the data needed to spot the efficiency or

deficiencies of their teaching methods and material. Moreover, learners must be tested to know

their issues in grasping the lessons to improve their level and educational attainment. There are

two figures of testing namely; the continuous evaluation and the three terms tests and exams.

The first figure is used by the teachers to assess their learners’ seriousness, copybook neatness

in addition to their involvement in the session activities and assignments. The second figure of
 21

testing is, unlike the first one, a written assessment aimed at getting concrete evidence on the

grasp of the learners. Both figures allow teachers to grade their learners.

As a trainee, I participated in the pedagogical activities of a teacher in testing such as;

Test Supervision and Test Evaluation, yet I did not elaborate the test due to the time limitation

of the training and my lack of experience which was not enough for me to do so. However, my

trainer teacher gave me a set of recommendations to consider when elaborating a test. I included

the latter in the appendix number 5.

A. Test Supervision

As far as this activity is concerned, I participated in the supervision of a test with the

presence of my teacher trainer. When the session started, the teacher asked the pupils to take

their seats. She then told them to write their names on the drafts and exam papers. It was not of

great importance whether they sat down each alone or two at the same table because I noticed

their distribution so that I could change the place for the pupils who have good level of English.

After that, Mrs. Moresli and I distributed the subjects on the pupils. The theme of the test was

about recycling which they have already dealt with. Therefore, the text was clear for the learners

to understand because it contained the keywords and information that they have already seen.

Since the group contained a large number of pupils, I saw that the best way to supervise them

is through walking around them and between the rows for several times. There were some

students who tried to cheat but I warned them discreetly before they commit cheating. As I

noticed their test papers, some of them were focusing on the exercises and trying to answer as

many questions as they could, while many others seemed to be waiting for the session to finish

as they had no answers. Few other students were trying to get answers from their classmates,

so I prevented them from talking and looking at the answers of their partners in the table. When

the time reached half an hour, I told them so that they could copy the answers on the answer

paper. After that, when there were fifteen minutes left, I informed the learners about the time
 22

so that they could check their answers and confirm the right ones, or correct their mistakes. By

the end of the session time, I started collecting the papers from the pupils.

B. Test Evaluation

This evaluation of the test is very important, for it helps learners correct the mistakes

they made in the test. The test evaluation is composed of two procedures. The first one is the

correction of students’ copies, and the second one is presenting the evaluation in class to explain

all what the learners dealt with during the test, henceforth to correct their information.

Firstly, at the end of the test, I took the copies with me home in order to correct them. I

chose to read the text carefully and answer the test activities so as to be more aware about the

subject. When I finished answering the test, I started dividing the whole mark of each activity

on the number of the answers. Next, I begun correcting the copies according to that corrected

sample that I have made. In the Text Comprehension, I took into consideration both the answers

and their forms because a correct answer with a wrong structure omits half of its mark. For

instance, in the exercise of True or False, pupils were asked to justify their answers, so if they

do not do so, they would score only half of the mark when the answer is correct. In another

exercise, pupils were asked to answer the questions, their answers could be correct, yet their

sentences by which they answer might be wrong. For example, some learners would find the

same information they are asked to look for in the text, but they would still miss a point if they

neglect the answer form which affects their answer not to be fully correct. In the example of

question form I would elaborate by “WH” questions and “Yes or No” questions. Concerning

the text exploration, there was an exercise where pupils were asked to extract “verb, noun or

adjective”, from the words which were provided in the chart, by adding the convenient prefix

or suffix. The latter exercise was easy to correct, yet there were some answers of some pupils

who did not write the full words, but they wrote only the prefix or suffix which they added, and

I counted that form of answer to be correct when their answer was right, for they might have
 23

done so to save time and move to another exercise. Since the teacher concluded the test with an

exercise of “fill in the gaps” rather than “The written expression” because of the time limitation

of the session, there was no written expression to correct on the test subject.

Secondly, speaking about the evaluation presentation, I went to class and took the

corrected copies with me. When the class began, I greeted the pupils and my teacher trainer,

and then I wrote the date and the title “Correction of the Second Term Test of English”. I read

the text for the learners and discussed its content with them. After that, we moved to the text

comprehension where I explained the questions for the learners and stated some rules in brief

orally for the type of questions so that the answer form would be clear to them. I then moved

to the Text Exploration and explained the questions for the learners so that they understand

what they were required to do. I then asked them to answer orally and I wrote the correct

answers, and then discussed the common mistakes with the pupils. Fifteen minutes before the

session ended, I gave the students their copies so that they could learn about their marks and

check their papers for any counting mistake that I might have made. By the end of the session,

I asked the learners to give me back the papers in order for the teacher trainer to register them.

Conclusion:
In essence, all the internship activities that trainees participate in serve a procedural

objective whether they were during the observational phase or the practical phase. The first

activity that went for during the internship was visiting classes. It is during the latter that I got

my first passive contact with the classroom atmosphere and teaching in practice. Second to

come was the observation which is a micro data collection process in which I gathered

information according to the requirements of the observation grids that cover everything to be

observed. Furthermore, it is throughout the observation phase that I received the instructions

and answers concerning the teaching process from my trainer teacher. Third, in the presentation

phase, I was given the opportunity to apply what I have learnt about teaching such as; preparing

lesson plans, presenting lessons according to the session time and managing the classroom in
 24

terms of learners’ integration in various activities, in addition to controlling their behaviors so

as to ensure the good session running. In the last step which was testing, I did not get the chance

to elaborate tests, yet I supervised the pupils during the test and could correct their copies to

evaluate the efficiency of my teaching methods, on the one hand, and point out the issues that

faced learners in grasping the lessons I passed on the other hand.

 25

III. Contributions of the Internship

1. Introduction

The main purpose of the practical training is to form undergraduates on transitioning

from the theoretical learning of various skills and techniques of teaching, taught in SLA Theories

and Didactics, to acquiring them in a practical context. The latter’s contribution to me as a trainee

was not only on the didactic level, but also on the academic, educational and personal levels.

2. At the Didactic level

The training which I took contributed to my understanding of the theories that I studied,

during the three theoretical semesters of Master degree, in both SLA theories and Didactics

modules. The observation of the applied version of those theories in the field provided me with

an environment in which I could view their functionality in teaching ESL.

Second to be pointed out, this experience served to achieve many objectives among

which was the application of CBA in classes and experiencing it as a trainee teacher with learners

during the presentation phase. The latter widened my view of teaching from a simple presentation

of lessons, to a series of procedures of lesson planning, exercises choice, assigning tasks to be

done at home, and analyzing the learners’ errors so as to lead them to the correct forms of

language.

Unfortunately, the competency based approach is limited by the session duration and

the large number of the lessons in the curriculum. Since one hour is not enough, teachers’ focus

is dedicated to the attainment of the language rather than its functional side in real life situations.

This contributed to my flexibility skills as a teacher in being updated to different strategies and

varying the suitable teaching materials.

 26

3. At the Academic Level

It is thanks to the opportunity of the internship that I learned a lot about the mission of

teaching as I intend to be a teacher of English in my future career. At the academic level, I would

like to mention that being a trainee gave me the chance to learn more about what it means to be

a teacher of English at secondary school. That is to say, I learned about the duties of the teacher

not only in teaching, but also in educating the learners and providing them with the guidance to

move forward toward their future goals.

4. At the Educational Level

At the educational level, the training provided me with the context to use my

communication skills and develop them, especially, in class management since I tried my best to

make the teacher-learner relation all about respect and manners. Therefore, even when there were

some situations that obliged me to be strict with learners, I tried to shorten the gap between me

as a teacher and learners by setting the manners to be respectful and civilized first, in order not

to trigger another problem rooting from offense, and to avoid the learners’ negative behaviors

due to peer pressure.

5. At the Personal Level

My failure in accomplishing the memoire last year was of such heaviness that I went

through a severe depression, so I see overcoming the latter as the main contribution of the

internship at the personal level. Due to the Corona Virus and the pandemic along with my

depression, I spent a long time staying at home with almost no productive activity. Therefore,

the internship reintegrated me by the opportunity that it offered me to be productive once again.

Keeping me busy, it made me think positively and productively to reach my purpose which is

succeeding the Master Degree. Regarding that the atmosphere of the secondary school is full of

positivity especially with the productive connections that I made there with fellow teachers and

the learners, the training served as a stimulus for gaining hope again.
 27

Furthermore, the training helped me develop my skills and solve the slight struggles that

I faced with some noisy students in a civilized way through body language. Moreover, it

developed me as a person in terms of punctuality and perseverance in achieving the targeted

objectives.

Conclusion:

In summary of the contributions of the internship, this experience was rewarding in

resulting positive multifaceted outcomes in different levels namely; the didactic level, academic

level, educational level and personal level. It truly made my mindset shift from the simple

mindset of a student, to another complex one of a teacher with insight and punctuality.
 28

IV. Internship Evaluation

1 Introduction
The assessment of the undergraduate interns is at the end of their training. By that

perspective, the evaluation of the students is done in consideration of the competencies they

have proved to master during the internship from the observation to the practical phase. The

internship evaluation is a sort of assessment of the training on its positive and negative aspects.

After I highlighted the negative and positive aspects, I mentioned a set of recommendations in

order to point out some issues to be changed so as to better the training experience, and to

update the teaching material, methods and approaches.

2. Positive Aspects

 The training experience opens the gate for undergraduate students to apply what they

have learned during their studies, and to acquire the various teaching methods and

techniques in addition to the proper use of the teaching materials.

 The internship provides the interns with a constructive practical approach that helps

them assess themselves in terms of the progress in attaining the procedural objectives,

gains and lacks.

 Undergraduate trainees develop a sense of seriousness and responsibility towards

teaching as a noble mission through the regular attendance of the sessions according to

the planning.

3. Negative aspects

Although the training in general has positive impacts on the trainees, it lacks some

points. The duration of the training which is from two to three months is not enough to acquire

and master the pedagogical activities. Moreover, the practical phase is limited by the exam

period which does not allow the trainees to practice all of the methods and strategies.
 29

Furthermore, the session duration limits the focus of the trainees from focusing on the

achievement of the objectives, to trying to finish the session content in the given time.

4. Recommendations

As a trainee teacher, in the last stage of the internship, in the practical phase, I faced

some struggles to which I view the following solutions suitable for:

 Firstly, I would like to recommend the extension of session duration or dividing the

objectives to smaller units to achieve them.

 Secondly, I would like to suggest the sustainability of the grouping system since it

contains less pressure on the teacher unlike the full class system.

 Thirdly, I noticed that the secondary school where I did my internship has only eight

teachers of English and with the large number of pupils which it receives; there is a need

for another secondary school. Therefore, there must be more recruitment of teachers in

various fields because of population growth, and should be covered educationally.

 Fourth, concerning the CBA, more importance should be given to practicing the

language in practical contexts seeing that it is more about developing the competencies

of students to use English in their daily life. Cultural activities such as theatre, writing

workshops, speaking and reading clubs would serve that need and achieve the purpose

of this approach, rather than relying on the theoretical classes only.

 A last recommendation I would like to include is writing a new textbook which is

suitable for the duration of the session, and matches the pupils’ interest to facilitate the

teaching process and get them more involved in the classroom activities so as to improve

their levels.

Conclusion

In short, this internship widened my view on the noble mission of teaching, especially,

that it was during the latter that I have seen the theories and strategies of teaching in practice,
 30

in the observational phase. In the preparation phase, I had the opportunity to benefit from my

trainer teacher’s guidance and instructions along the training. In the practical phase, I had the

chance to participate in presenting lessons which made me aware of the amount of flexibility

and mindfulness this job requires, in addition to evaluating learners, therefore, highlighting the

progress of learners’ educational attainment. Finally, I concluded this training report by

evaluating the training that I underwent, and by stating some recommendations to make the

training experience more beneficial and enriching for future trainees.

 31

Reference List

1. Estelle, B.M. (2018). Exploring the Teaching of Communicative Grammar in EFL

Classes in Benin to Promote Language Use in CBA Context. World Journal of

Education, Vol. 8, No.6; 2018. https://doi.org/10.5430/wje.v8n6p58

2. Monroe Community College. (n.d). Student Learning Outcomes Internships and Co-

Ops.https://www.monroecc.edu/depts/experientiallearning/for-employers/student-

learning-outcomes/

3. Punjab Colleges. (2020). the Importance of Education. https://pgc.edu/education-

importance/
 32

Appendice
Appendice1: The Trainer Teacher’s Evaluation Mark

Appendice 2: The teacher trainer planning

Appendice 3: The classroom observation grid
 Appendice 4: The lesson plan under PDP framework

Lesson Plan: Date: Tuesday, April 19th, 2022

Teacher’s Name : Ahmed Bouras School year : 2021/2022

Level : 2 AS MT Text Book : Getting through
Unit three : Budding Scientist Theme : Innovations and Technology
Sequence 1 : Discovering Language Timing : 45min

Learning objectives :
 By the end of the lesson, learners will be able to define and speak about
different sciences and discoveries.

Steps/ Materials Procedures Aims

Timing
Warming Up Handout T greets ss To intrigue ss
10min T distributes handouts and asks attention
learners to observe the illustrations
to guess who the people in the
pictures are.

T asks: “Are they actors, scientists

or what?
Ss answer: they are scientists
T asks: Do you know their names?
Ss answer: Albert Einstein, El To introduce the unit
Khawarismi and Isaac Newton
T asks ss about the scientists’
achievements
Ss answer: Albert Einstein is best
known for his theories of relativity
El Khawarismi: he invented
algebra which is a branch of
mathematics.
Isaac Newton discovered gravity.
T explains the difference between
the verbs to discover and to invent
 T gives an activity to ss: To familiarize ss with
unscramble the words to get names the keywords of the
of sciences: unit
1) M-t-a-e-m-c-i-s-h--t-a=
Mathematics”.
2) E-g-m-t-y-r-e-o
3) a-t-s-r-n-o-y-m-o

T explains the name of the unit To enrich the

“Budding scientist” : it refers to a learners’ vocabulary
person who is just starting to about the unit in a
specialize in science and scientific practical way
matters

Pre-reading Textbook T asks ss to open their books on To introduce the

15min page 80 and look at the geometrical learners to the content
figure carefully then answer the of the text
question.
T explains what angles are by
drawing on the board.
Suggested answer to activity 1 p
80:
The acute angle has less than 90
degrees
The reflex angle has more than 180
degrees
 The right angle has exactly 90
degrees
The straight angle has 180 degrees
During Textbook T asks ss to read the text silently
reading White T writes the fist activity on the
20min board board
Activity 1: read the text and say if
these sentences are true or false
 In geometry, a point has no
size..True
 The dot is the physical
representation of the point.
False
 If two lines cross, the
opposite angles are different.
False
 Acute angles has 9 degree.
False
Activity 2: read the text again and
find in which paragraph is the
geometric shape in figure 2
explained
Ss answer: The geometric shape in
figure 2 is mentioned in the third
paragraph.
Activity 1 p 81: answer the
questions
Appendice 5: Recommendations for test elaboration