ĐỀ THI tốt nghiệp năm 2014 (Cơ sở ngành)

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
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.
ĐỀ SỐ 1
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
10 Main techniques of presenting meanings of words Maximum
points for
each idea
1. A. Paraphrase of define 0.2
2. B. Drawing 0.2
3. D. Realia / objects 0.2
4. E. flash cards/ charts 0.2
5. F. Mime/ gesture 0.2
6. H. Pictures 0.2
7. I. Opposite words 0.2
8. J. Semantic field 0.2
9. L. Guessing from context, stems and affixes 0.2
10. N. Translation, dictionary 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