Tài liệu đề thi tốt nghiệp môn kiến thức cơ sở ngành chuyên ngành sư phạm anh năm 2014

ĐỀ THI TỐT NGHIỆP MÔN KIẾN THỨC CƠ SỞ NGÀNH CHUYÊN NGÀNH SƯ PHẠM ANH NĂM 2014 ĐỀ SỐ 1 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. B. C. D. E. F. 1 Say the sound aloud in the context of a word while students listen without speaking. ….. Describe how to make the sound, especially for consonants. ….. Contrast the sound with other similar sounds. ….. Repeat the sound once or twice in isolation, having students listen without speaking. ….. Present an activity for the students to practice the sound/ new sounds. ….. 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. 2. 3. 4. Say the sound /i/ aloud in the context of a word while students listen without speaking. Repeat the sound /i/once or twice in isolation, having students listen without speaking. Say the sound /i/ aloud again in the context of a word, allowing students to repeat. 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. D. E. F. G. H. I. J. K. L. M. N. O. Summarizing Realia / objects Flash cards/ charts Mime/ gesture Filling out forms Pictures Opposite words Semantic field Responding to a letter Guessing from context, stems and affixes Role-play Translation, dictionary Introducing a grammar point Keys: 10 main techniques of presenting meanings of words 10 Main techniques of presenting meanings of words Maximum points for 1. A. Paraphrase of define 2. B. Drawing 3. D. Realia / objects 4. E. flash cards/ charts 5. F. Mime/ gesture 6. H. Pictures 7. I. Opposite words 8. J. Semantic field 9. L. Guessing from context, stems and affixes 10. N. Translation, dictionary 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. each idea 0.2 0.2 0.2 0.2 0.2 0.2 0.2 0.2 0.2 0.2 0.5