Cu 1: Compare Accuracy and Fluency Activities in

Communicative Language Teaching ( CLT )

Purposes

Accuracy Activity
Help students achieve accurate

Fluency Activity
Help students practice language

perception and production of a

in listening, speaking, reading,

target item which can be a sound,

and/ or writing activities to so

a word, or a sentence structure.

develop fluency in using the

language

Material

Activitie

in

spontaneous

The texts are usually composed of

communication.
The texts are usually whole

separate

pieces

(discrete)

items:

of

discourses:

sentences or words; texts may be

conversation, stories, etc

used in any mode (skill) the target

An effort is made to use

items are usually practiced out of

authentic material form real life.

context or situation.

Students attention is

Students attention is

focused on a particular

focused

target item
Their output is usually

communicating

predictable;
Their performance is

information

on
and

expressing ideas
Their output may not

assessed on how few

be

language mistakes are

predictable;
Their performance is

made;

always

be

assessed on how well

ideas are expressed or
understood;

Cu 2: Discuss briefly the principles of teaching vocabulary

Students can express in different ways as long as students can list
these principles with explanation:
- Teach and practise words in their spoken form first
- Present in a memorable was to start with then put to regular practice
- Always check for understanding
- Put the words into context and get the students to practise them
- Revise the learnt words
- Give more teaching time and attention to high frequency words than
low frequency words because they are more useful

- Teaching groups of words as units for better and quicker way of

developing fluency for beginner
- Train learner with vocabulary learning strategies
Cu 3: Match each of the pre-reading techniques with its
explanation
Techniques
1. Open prediction

Explanation
The teacher establishes a context and
introduces the topic of a reading text. The
students are required to guess what they
are going to read. The teacher (or even
students) writes the students answers on
the board. The students are asked to read
these text to check if things they guess are
correct or not.

2. True/ False

The teacher writes some statements about

Prediction

the main points of the reading text. Some

of them are correct and some are incorrect.
The students are asked to work in pairs
and decide if the statements are right or
wrong. The teacher writes the students
guesses on the board. Students are asked to

3. Ordering pictures

read the reading text to check the answers.

The teacher prepares some simple images
to describe a story or a text, and sticks
them on the board randomly. Students
work in groups to rearrange them and
think of a story based on their order. This
activity can also be used for whiletechniques to check the ideas students
have heard or read about.

4. Pre-questions

The teacher writes a few questions on the

board, which focus on the main ideas of
the reading text. The teacher gives students
a few minutes to think about the questions.
Students are asked to read and answer the
questions. It doesnt matter if students can

5. Network

guess correctly
The teacher writes the chain on the board.
Students are required to work individually
to find the ideas related to the topic of the
chain and then compare their answers in
pairs or groups, then the teacher collects

the ideas from the students

Cu 4: Discuss the principles of teaching reading skills
Students can express in other ways as long as students can list these
following points with explanation:
1.
2.
3.
4.

Exploit the students background knowledge

Build a strong vocabulary base
Teach for comprehension
Teach reading strategies

5.
6.

Encourage students to transform strategies into skills

Set criteria to select reading text

Cu 5: Choose the best answer to fill in the blank by circling a,b or c

1. Certain key structures from the dialogue are selected and used as the
basis for pattern drills.
a. the grammar translation method
b. the audio-lingual method
c. communicative language teaching
2. The ultimate goal of communicative language teaching is to develop
learners
a.
b.
c.

ability to read literature in the target language

good habits in the target language
ability to use language effectively in real-life situation

3. . is defined as knowledge of communication strategies and how

to use them for negotiating and resolving communicative problems
as well as for compensating for communicative deficiencies in any
of the other four components.
a. Discourse competence
b. Strategic competence
c. Sociocultural competence

4. .refers to the speakers knowledge of how to express message

appropriately within the overall social and cultural context of
communication.
a.
b.
c.

Discourse competence
Strategic competence
Sociocultural competence

5. Students are asked to complete a sentence is an example of

practice.
a.
b.
c.

communicative
mechanical
meaningful

6. Discussing the qualities of a good language teacher is an example of

practice.
a.
b.
c.

communicative
mechanical
meaningful

7. .. is concerned with allowing a greater role in management of

their own learning.
a. Interactive
b. Learner-centred
c. Content-based teaching

8. is based on the assumption that people learn a language more

successfully when they use the language as means of acquiring
information, rather than as an end in itself.
a.
b.
c.

Interactive
Learner-centred
Content-based teaching

9. Field independent, Analytic, and Reflective are different types

of .styles.
a. Personality
b. Cognitive
c. Sensory
Cu 6: Principles of teaching speaking.

The teaching of speaking is closely bound up with receptive

skill work
Give students practice with both fluency and accuracy
Plan communicative tasks that are based on the concept of

information gap
Provide opportunities for students to talk by using group work

or pair work, and limiting teacher talk

Plan tasks that involve negotiation of meaning

Design classroom activities that involve guidance and practice

in both transactional and interactional speaking

Cu 7: Present Classification of translation according to translation

methods. Give examples to illustrate.
According to translation methods, there are 8 types of translation.
1.

The SL bias and TL bias in translation

SL bias (form-based)
- Interlinear translation
- Literal translation
- Faithful translation
- Semantic translation
2.
-

TL bias (meaning-based)
- Free translation
- Idiomatic translation
- Communicative translation
- Balanced (literal/

communicative)
Literal translation
This type of translation is formed-based. It follows the syntactic
structures of the SL and preserves the semantic equivalence

between the SL and TL textual segments.

There is little consideration for the translation situation on

language context.
Eg:

+ English: The then government was still young and weak.

+ Vietnamese: Chnh ph lc by gi vn cn tr v yu.

3.
-

Word-for-word translation
This kind of translation is at the extreme of literal translation
and also known as interlinear translation since it follows strictly
the word order of the SL. In the typical interlinear translation,
each word in the SL will be replaced by the exact replace in the

TL.
Eg:

+ Vietnamese: Tn anh l g?
+ Word-for-word: name you is what?
4.
-

Faithful translation
Also called modified literal translation. This type of translation
transfers the grammatical structures and cultural words of the
SL into the TL. It attempts to be completed faithful to the
intention and the text realization of the SL writer. Changes are

made only to avoid complete nonsense in the TL.

Eg:

+ English: Mary has done well.

+ Vietnamese: Mary lm rt tt.
5.

Semantic translation

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This type of translation is at the far end of literal translation. It

starts to take into account the aesthetic value, readership and
the neutrality of meaning. It is more flexible than faithful

translation and allows for the translators creativity.

Eg:

+ Vietnamese: Th gii th ba d dng b tn tht v s chuyn mn

ha qu mc.
+ English: The third world is vulnerable owing to its extreme
specialization.
6.
-

Free translation
This type of translation is meaning-based. There is only a
global correspondence between the textual units of the ST and
those of the TT. Free translation may allow a total creativity of

the translator.
Eg:

+ Vietnamese: Cho ! lm g th?

+ English: Whats up?...
7.
-

Unduly free translation

Addition of unnecessary information, change of meaning,
distortion of historical and cultural settings of the SL => effects

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rather than meaning. This kind of translation is not normally

-

accepted as normal translation.

Eg: The translation of movie titles, songs, etc.

+ English: Bird toon

+ Vietnamese: Ting chim ht trong bi mn gai
8.
-

Communicative translation
Rendering the exact contextual meaning of the original in such
a way that both content and language are readily acceptable and

comprehensible to the readership.

Using standard expressions for an equivalent target culture

situation.
Eg:

+ English: Safety. In the United States, the Food and Drug

Administration (FDA) applies strict controls before authorizing the
launch of a new drug on the American market.
+ Vietnamese: S an ton. M, Cc Qun L Dc V Thc
Phm p dng s kim sot nghim ngt trc khi cho php a ra
th trng M mt sn phm dc mi.
9.

Idiomatic translation

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This translation is always culturally-bound. It seeks for the

already existed and well-formed equivalent in the TL to replace
the text in the SL. The result is that the translation does not
sound a translation at all but an originally written/ spoken piece

of source language.
Eg:

+ English: Kill the goose, lost the golden eggs.

+ Vietnamese: Mt c ch ln chi.
Cu 8: What is teaching speaking? List speaking activities at class?
-

Speaking is the process of building and sharing meaning

through the use of verbal and non-verbal symbols, in a variety

of contexts (Chaney,1998s, p.13)

What is Teaching Speaking?

What is meant by teaching speaking is to teach ESL learners

to:
-

Provide the English speech sounds and sound patterns

Use word and sentence stress, intonation patterns and the

rhythm of the second language.

Select appropriate words and sentences according to the proper
social setting, audience, situation and subject matter.

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Organize their thoughts in a meaningful and logical sequence.

Use language as a means of expressing values and judgments.
Use the language quickly and confidently with few unnatural
pauses, which is called as fluency.
Some speaking activities at class:
1. Discussions
2. Role-play
3. Simulations
4. Information Gap
5. Brainstorming
6. Storytelling
7. Interview
8. Playing cards
9. Describing pictures
10. Find the difference

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