"Những năm của tuổi 20, tôi đã từng là thực tập sinh quốc tế của AIESEC HCMC. Tôi đã dám và làm được những điều thật tuyệt vời..."

 "Cách duy nhất để biết mình thật sự muốn gì là thử, và không có năm nào tốt hơn để thử những lựa chọn khác nhau như năm bạn 22 tuổi. Bạn có thể thử những công việc khác nhau cho đến khi tìm được công việc mình yêu thích. Bạn có thể thử sống ở một thành phố khác, đất nước khác để tìm thấy nơi nào mình thích, và quan trọng hơn, để có thể nhìn lại chính quê hương của mình bằng một con mắt khách quan hơn. Không thử sao biết?"

(updated application form)

CHƯƠNG TRÌNH TUYỂN THỰC TẬP SINH PHÁT TRIỂN CỘNG ĐỒNG QUỐC TẾ

1. Giới thiệu về AIESEC
Là tổ chức sinh viên quốc tế lớn nhất thế giới với 86.000 thành viên trên 2.400 trường đại học tại 113 quốc gia và vùng lãnh thổ với kinh nghiệm hoạt động trên 64 năm. AIESEC là 1 tổ chức phi lợi nhuận dành cho sinh viên khám phá và phát triển tiềm năng lãnh đạo của họ để tạo tác động tích cực cho xã hội.
Tầm nhìn của AIESEC là “Peace and Fulfilment of Humankind’s potential”.

 1. What is APYLS (Asia Pacific Youth Leaders Summit)?

120 AIESEC presidents all over Asia Pacific area reunion with 180 Vietnamese potential leaders in an event to discuss and challenge view points about a sustainable future in 4 main areas:

-          Economics

-          Human Capital

-          Environment

-          Technology and Innovation

Transfer prices are non-market prices at which property is exchanged between firms under common control. How they are set has important implications for the cross border allocation of multinational income. Transfer pricing analysis requires the identification of comparable, unrelated parties in order to establish benchmarks for price setting.

Imagine this scenario: You're doing a great job in your current role, but you've recently become interested in a completely different line of work. This is something you feel passionate about, and it could advance your career to exciting new levels.

 This article aims to compare developmental sequences for mature L2 structures to determine influences of the learner’s L1 on them. Two kinds of L1 influence are identified: the pace with which a sequence is traversed and the number of developmental structures in a sequence. This article a concludes with some tentative proposals concerning the interaction of prior L1 knowledge and the creative construction process.

Level: Medium

Here is a simple idea to generate chat among your students. We all know
that there are moments during the day when we have nothing to do, no plans.
For example, when you are waiting for a teacher, a friend and so o­n. How do
we occupy these periods of time, either mentally or physically? For
example:

I have now been involved in the teaching of English as a Foreign Language for almost a quarter of a century. For most of that time, the fact that the learners come to the classroom with one language already in their possession attracted next to no attention in the literature; the L1, if mentioned at all, was seen chiefly as a source of errors or, on a good day, transfer. Otherwise, the position was as summed up by Vivian Cook, who writes of "a door that has been firmly shut in language teaching for over a hundred years…however the assumption is phrased, the L2 is seen as positive, the L1 as negative…recent methods do not so much forbid the L1 as ignore its existence…most teaching manuals take the avoidance of the L1 as so obvious that no classroom use of the L1 is ever mentioned" (Cook, 2001).

This article focuses on history and classification of languages: the Monosyllabic, the Agglutinated and the Inflected. Thanks to this article, you can know about the characteristics of these three classifications and some languages that belong to them."

How long has it been since you asked yourself what you want to be when you grow up?

In this paper, the focus is on the logical constructions of conditional sentences and the functions of conditional expressions used in these sentences in both languages; namely,tha^a, ha$ak , mμ^aa and
phçç in Thai and ba, to, tara and nara in Japanese respectively. The term "logical construction" used in this paper means the mental attitude of the speaker at the moment of utterance.

Think, Pair, Share is a structure first developed by Professor Frank Lyman at the University of Maryland in 1981 and adopted by many writers in the field of co-operative learning since then. It introduces into the peer interaction element of co-operative learning the idea of ‘wait or think’ time, which has been demonstrated to be a powerful factor in improving student responses to questions

College level speaking courses tend to require academic considerations in planning for them to be effective. Generally, students take such courses as language electives or they are part of a required course. Speaking courses at the intermediate or upper intermediate could be redundant and hence of little significance given the student's course load and level of satisfaction with the English.

Some simple tips to help you improve your cross cultural communication skills

 Linguists agree on one thing - that language is diabolically hard to study. They do not always agree, however, on the how's, the why's, and the what for's: how one should go about studying it and how speakers manage to do what they do; why it is so hard and why exactly we bother to study it; what language is for, and what linguistics is for. A mainstream view that has been popular in the last thirty years (but not necessarily before that) offers the following answers.

A friend recently sent me an e-mail. She was doing battle with a scanner, and the scanner was winning. Although I am the resident techie at my school, I'm afraid I wasn't much help to my friend, but I did encourage her to keep working at it-the time would be well-spent, because I had no doubt she'd eventually win the scanner war (she did!).

The purpose of this short paper is to first argue that the rejection of the value of contrastive analysis (CA) input in foreign and second language teaching (FSLT) in the 70% and beyond was unjustified on both theoretical and empirical grounds and then, based on classroom-based research, demonstrate the value for teachers of using CA in their teaching.
 

Level: Any Level

Rationale: Students develop vocabulary and, at higher levels, practise proper word order by forming sentences.

Materials: Standard deck of playing cards.