
- •Contents
- •Введение
- •Introduction
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Vocabulary practice
- •If you are looking for a career that will … and excite you. If you want to make a real difference in the lives of children. If you are ready to make an … on the future. Then New York needs you!
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Teacher certification from start to finish
- •In groups of two or three read the following texts, discuss them, and report back to the class on your major conclusions in order to make a procedure of teacher certification complete.
- •Applicants for Certification
- •II. Certification Summary: Types of Certificates and Licenses
- •Requirements for Certification in Specific Subject Titles
- •IV. Ways to Obtain Teacher Certification. Applying for a certificate
- •1. Say what you’ve learned from the texts about:
- •2. Decide if the following statements are true or false, and circle either the t or f. If the statement is false, write the correct answer in the space provided.
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. About the nystce
- •II. Teacher Certification Examinations: Program Overview
- •III. Citizenship/Residency Requirement
- •Say what you’ve learned from the texts about:
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Last Framework & Objective
- •II. Last Preparation Techniques & Test-Taking Strategies
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Reading Review
- •II. Writing Review. Written Analysis and Expression
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Mathematics Test Strategies
- •II. Mathematics Review
- •Integers
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Biology Review
- •Vocabulary practice
- •Vocabulary enrichment
- •II. Geosciences Review
- •Vocabulary practice
- •Vocabulary enrichment
- •III. Physical Sciences Review
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Industrialization of America
- •I. United States History and Humanities Review
- •Industrialization of america
- •Vocabulary practice
- •Vocabulary enrichment
- •II. World History Review
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Visual and performing arts
- •Vocabulary enrichment
- •Visual and Performing Arts Terms Review
- •I. Visual Arts Review
- •II. Performing Arts Review
- •Vocabulary practice
- •Visual and performing arts practice items
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Interpretation
- •I. Literature Review
- •II. Communication Review
- •Information sources
- •Vocabulary practice
- •Assessment of teaching skills-written (ats-w)
- •01 Understand human developmental processes and variations, and use this understanding to foster student learning.
- •02 Understand how factors in the home, the school, and the community may affect learners; and use this knowledge to create a classroom environment within which all students can grow and learn.
- •05 Understand learning processes and apply strategies that foster student learning and promote students' active engagement in learning.
- •06 Understand curriculum development and apply knowledge of factors and processes in curricular decision making.
- •07 Understand instructional planning and apply knowledge of planning processes to design effective instruction.
- •08 Understand how to use formal and informal assessment to learn about students, plan instruction, monitor student understanding, and make instructional adjustments.
- •09 Understand principles and procedures for organizing and implementing lessons, and use this knowledge to help learners construct meaning and achieve intended outcomes.
- •10 Understand multiple approaches to instruction, and use this knowledge to facilitate learning in various situations.
- •11 Understand how motivational principles and practices can be used to promote student achievement and active engagement in learning.
- •12 Understand how to use a variety of communication modes to promote student learning and to foster a climate of trust and support in the classroom.
- •13 Understand how to structure and manage a classroom to create a climate that fosters a safe and productive learning environment.
- •14 Understand how to reflect productively on one's own practice and take advantage of various resources and opportunities for enhancing professional development and effectiveness.
- •15 Understand how to foster effective home-school relationships and school-community interactions that support student learning.
- •17 Understand the structure and organization of the New York State educational system and the role of education in the broader society.
- •Liberal arts and sciences test (last)
- •01 Use mathematical reasoning in problem-solving situations to arrive at logical conclusions and to analyze the problem-solving process.
- •02 Understand connections between mathematical representations and ideas; and use mathematical terms and representations to organize, interpret, and communicate information.
- •03 Apply knowledge of numerical, geometric, and algebraic relationships in real-world and mathematical contexts.
- •06 Understand and apply skills, principles, and procedures associated with inquiry and problem solving in the sciences.
- •07 Understand the interrelatedness of historical, geographic, cultural, economic, political, and social issues and factors.
- •08 Understand principles and assumptions underlying historical or contemporary arguments, interpretations, explanations, or developments.
- •09 Understand different perspectives and priorities underlying historical or contemporary arguments, interpretations, explanations, or developments.
- •10 Understand and apply skills, principles, and procedures associated with inquiry, problem solving, and decision making in history and the social sciences.
- •11 Understand and interpret visual representations of historical and social scientific information.
- •12 Understand elements of form and content in representations of works from the visual and performing arts from different periods and cultures.
- •21 Prepare an organized, developed composition in Edited American English in response to instructions regarding content, purpose, and audience.
- •Reading practice items
- •Mathematics practice items
- •Science practice items
- •History, humanities, and social science practice items
- •Visual and performing arts practice items
- •Literature and communication practice items
- •References
- •2 25404, Г. Барановичи, ул. Войкова, 21.
МИНИСТЕРСТВО ОБРАЗОВАНИЯ РЕСПУБЛИКИ БЕЛАРУСЬ
УЧРЕЖДЕНИЕ ОБРАЗОВАНИЯ
«БАРАНОВИЧСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ»
Н. Е. СВИСТУНОВИЧ
ОБЩЕОБРАЗОВАТЕЛЬНАЯ ИНОЯЗЫЧНАЯ ПОДГОТОВКА ПРЕПОДАВАТЕЛЕЙ ИНОСТРАННОГО ЯЗЫКА
GENERAL EDUCATION OF FOREIGN LANGUAGE TEACHERS. PREPARATION GUIDE
Учебно-методическое пособие
для студентов специальности «Иностранные языки»
Рекомендовано к печати научно-методическим советом университета
Барановичи
РИО БарГУ
2009
УДК 811.111(075)
ББК 81.2Англ-923
С24
Автор
Н. Е. Свистунович
Рецензенты:
Л. А. Винарева, кандидат филологических наук, доцент (Горловский государственный педагогический институт иностранных языков);
Е. Г. Карапетова, кандидат филологических наук, доцент (учреждение образования «Барановичский государственный университет»)
С24 |
Свистунович, Н. Е. Общеобразовательная иноязычная подготовка преподавателей иностранного языка = General Education of Foreign Language Teachers. Preparation Guide [Текст] : учеб.-метод. пособие для студентов специальности «Иностранные языки» / Н. Е. Свистунович. — Барановичи : РИО БарГУ, 2009. — 193, [3] с. — 45 экз. — ISBN 978-985-498-255-7.
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Рассматриваются основные положения стандартизации и сертификации в комплексе мер по управлению качеством в современной системе высшего педагогического образования. Предназначено для усвоения теоретических знаний в области общеобразовательного компонента профессионального иноязычного образования на основе междисциплинарного синтеза. Рекомендуется преподавателям и студентам высших учебных заведений языковых специальностей с целью самообразования в сфере профессиональной иноязычной подготовки.
|
УДК 811.111(075)
ББК 81.2Англ-923
© Свистунович Н. Е., 2009
I
SBN
978-985-498-255-7
©
БарГУ,
2009
Contents
ВВЕДЕНИЕ 5
INTRODUCTION 7
1 8
QUALITY STANDARDS 8
Say what you’ve learned from the text about: 10
1) standards of education; 11
2) education as a service industry; 11
3) the idea of a 'customer' in the context of education; 11
4) the customer-first approach in education. 11
TEACHING IN NEW YORK 11
If you are looking for a career that will … and excite you. If you want to make a real difference in the lives of children. If you are ready to make an … on the future. Then New York needs you! 11
2 13
TEACHER CERTIFICATION 13
TEACHER CERTIFICATION FROM START TO FINISH 13
I. Applicants for Certification 14
II. Certification Summary: Types of Certificates and Licenses 15
Area of Interest: Certificates are divided into major groups, or categories. Examples are Administration and Pupil Personnel Services, Classroom Teacher, and Career and Technical Teacher. 15
Title: The certificate title denotes the subject and grade level that you are authorized to teach. 15
Type: The type of certificate issued to you depends upon your educational background and experience. New York offers two primary certificate types- initial and professional. 15
1. Say what you’ve learned from the texts about: 18
3 20
TEACHER CERTIFICATION EXAMINATIONS 20
Say what you’ve learned from the texts about: 24
4 26
TEACHER CERTIFICATION TESTS: ATS-W, CST 26
5 30
LIBERAL ARTS AND SCIENCES TEST 30
6 36
READING AND WRITING CORE REVIEW 36
7 45
EXTENDED SUBJECT REVIEW. MATHEMATICAL PROCESSES 45
8 57
EXTENDED SUBJECT REVIEW. SCIENTIFIC PROCESSES 57
9 81
EXTENDED SUBJECT REVIEW. HISTORICAL AND SOCIAL SCIENTIFIC AWARENESS 81
10 127
EXTENDED SUBJECT REVIEW. ARTISTIC EXPRESSION AND THE HUMANITIES 127
11 149
EXTENDED SUBJECT REVIEW. COMMUNICATION SKILLS 149
APPENDIX A 163
ASSESSMENT OF TEACHING SKILLS-WRITTEN (ATS-W) 163
APPENDIX B 171
LIBERAL ARTS AND SCIENCES TEST (LAST) 171
APPENDIX C 179
READING PRACTICE ITEMS 179
APPENDIX E 184
SCIENCE PRACTICE ITEMS 184
APPENDIX F 186
HISTORY, HUMANITIES, AND SOCIAL SCIENCE PRACTICE ITEMS 186
APPENDIX G 192
VISUAL AND PERFORMING ARTS PRACTICE ITEMS 192
APPENDIX H 196
LITERATURE AND COMMUNICATION PRACTICE ITEMS 196
REFERENCES 201
Введение
Учитывая тенденцию на опережающий характер развития системы образования и непрерывность образовательного процесса, ведущей целью высшего педагогического образования становится обеспечение подготовки специалистов на уровне мировых квалификационных и сертификационных требований с учетом и при эффективном использовании национального образовательного потенциала для решения социальных задач страны и развития экономики, преподавание и изучение дисциплины «Общеобразовательная иноязычная подготовка» направлено на предоставление конкурентоспособного качества высшего педагогического образования.
«Общеобразовательная иноязычная подготовка» является специальной интегрированной языковой дисциплиной, изучение которой преследует не только узкоспециальные практические, но и общепрофессиональные цели. Содержание дисциплины представляет собой один из вариантов подходов к фундаментализации университетского педагогического образования, который реализуется в виде междисциплинарного синтеза социально-гуманитарного и естественнонаучного знания, которое составляет содержание общеобразовательного компонента профессиональной иноязычной подготовки преподавателей иностранного языка.
Содержание учебно-методического пособия по дисциплине «Общеобразовательная иноязычная подготовка» ориентировано на формирование социальных и профессиональных компетенций у будущих преподавателей иностранного языка, которые в силу высокой степени доступа и выхода на международный рынок образовательных услуг имеют потенциальную возможность осуществления профессиональной мобильности. В современных условиях необратимости глобализации образовательного пространства и интеграции образовательных программ особую актуальность приобретает создание проекта действий, включенного в систему подготовки педагогических кадров по иностранным языкам, и направленного на координацию системы требований к качеству высшего педагогического образования со стороны образовательных систем разных стран.
Тематика пособия формирует представление о содержании общеобразовательной педагогической подготовки преподавателей иностранного языка за рубежом и конкурентоспособности отечественного дипломированного специалиста.
В ходе работы с данной книгой студенты имеют возможность сформировать представление о критериях качества высшего педагогического образования за рубежом, о его структурно-содержательных компонентах, оценить уровень общеобразовательной иноязычной подготовки на основе требований зарубежных вариантов педагогических сертификационных тестов и разработать программу самообразования для достижения конкурентоспособного уровня в данном аспекте иноязычной подготовки.