ĐỀ THI tốt nghiệp năm 2014 (Cơ sở ngành)

Repeat the sound once or twice in isolation, having students listen without speaking.. Repeat the sound in several different word locations; that is; when the sound occurs at the beginni

ĐỀ THI TỐT NGHIỆP NĂM 2014

MÔN THI: KIẾN THỨC CƠ SỞ NGÀNH NGÀNH ĐÀO TẠO: SƯ PHẠM TIẾNG ANH

(Thời gian thi: 150 phút)

(Đề thi gồm: 4 trang)

1 - Arrange the following steps for teaching and practicing sounds in a logical order

- Basing on the arrangement, design an activity to teach and practice the sound /i/.

A 1 Say the sound aloud in the context of a word while students listen without speaking.

B … Describe how to make the sound, especially for consonants

C … Contrast the sound with other similar sounds

D … Repeat the sound once or twice in isolation, having students listen without speaking

E … Present an activity for the students to practice the sound/ new sounds

F … Repeat the sound in several different word locations; that is; when the sound occurs

at the beginning, middle or end of a word

G … Repeat the sound in the context of several different words, preferable in minimal pairs

H … Repeat the sound once or twice in isolation again, allowing students to repeat after this as they wish

I … Say the sound aloud again in the context of a word, allowing students to repeat

- Design an activity to teach and practice the sound /i/:

………

(1.0 point)

1.A 2.D 3.I 4.B 5.H 6.C 7.G 8.F 9.E

ĐỀ SỐ 1

Design an activity to teach and practice the sound /i/ (1.0 point)

1 Say the sound /i/ aloud in the context of a word while students listen without speaking

2 Repeat the sound /i/once or twice in isolation, having students listen without speaking

3 Say the sound /i/ aloud again in the context of a word, allowing students to repeat

4 Describe how to make the sound /i/: the sound /i/ is produced when the front part of the tongue is close to the palate and the air passage is narrow The sound /i/ is a short and unrounded vowel

5 Repeat the sound /i/once or twice in isolation again, allowing students to repeat after this

as they wish

6 Contrast the sound /i/ with the long vowel /i:/, e.g:

/i/ : It ship ill

/i:/: eat sheep eel

7 Repeat the sound /i/ in the context of several different words, preferable in minimal pairs

It – ill ship - trip live - give

8 Repeat the sound in several different word isolations; that is; when the sound occurs at the beginning, middle or end of a word

At the beginning: it - in

At the middle: ship – hill - skin

At the end: he- me

9 Present an activity for the students to practice the sound /i/

Example: Say the sound /i/ aloud in the sentences:

1 It is a book

2 The ship is big

3 We live in the hilly region

2 Write the names and explain the main types of less – controlled writing activity

3 - Choose 10 main techniques of presenting meanings of words from the following items

- Which technique of presenting meanings of words do you prefer? Why? Give examples

to illustrate your opinion? (3.0 points)

A Paraphrase of define

B Drawing

C Summarizing

D Realia / objects

E Flash cards/ charts

F Mime/ gesture

G Filling out forms

H Pictures

I Opposite words

J Semantic field

K Responding to a letter

L Guessing from context, stems and affixes

M Role-play

N Translation, dictionary

O Introducing a grammar point

Keys: 10 main techniques of presenting meanings of words

points for each idea

3 D Realia / objects 0.2

Present one preferable technique, explain why: students should give their own opinion, reasons for their choices

0.5

Give example to illustrate: give words(s), and use the preferable technique

to present meaning of words(s) Their explanation should be short and concise, logical and understandable

0.5