- •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.
Vocabulary practice
Ex. 1. Make sure you understand and can explain the following terms and notions: Biology, Ecology, gene, reproduction, enzyme, tissue, biome, carbon cycle.
Ex. 2. Translate the LAST test objectives (SUBAREA I: 04-06) followed by focus statements that provide examples of the range, type, and level of content that may appear on the test (for a list of test objectives, see APPENDIX B). Do you find your level of mathematical intelligence competitive?
Ex. 3. Choose the alternative that best suits the context.
1. Plant cells also contain … where photosynthesis takes place.
2. Cells create … through respiration.
3. There are two methods of cell … — mitosis and meiosis.
4. A … is a rodlike structure located in the cell nucleus.
5. The first cells were …, which created energy without oxygen.
Ex. 4. Match the halves right.
1. Ingestion A. Maintain the cell's equilibrium
2. Digestion B. Break down food to usable forms
3. Secretion C. Eliminate waste material
4. Excretion D. Create and release useful substances
5. Homeostasis E. Take in food
Ex. 5. Choose the alternative to express the same idea as the word or phrase italicized
1. Insects became the dominant spineless species.
2. The cell's brain, inside the cytoplasm is protected by a nuclear membrane.
3. Nerve cells send signals to the central nervous system.
4. Organisms, including plants and animals, interact with and adapt to their habitat.
5. Lymphocytes control the immune system and kill disease-causing agents directly.
REVIEW QUESTIONS
1. What name is given to the cells that make up most living things?
2. What does photosynthesis create?
3. What do cells create when they respire?
4. Where are genes located?
5. What type of life could have developed spontaneously in earth's early atmosphere?
6. What is the name of the very first cells to develop?
7. What is the dominant invertebrate animal species?
8. Which animal has the most striking genetic similarity to humans?
9. How is AIDS transmitted?
10. How do plants and animals balance the carbon cycle?
PRE-READING ACTIVITIES
Vocabulary enrichment
Geosciences Terms Review
Geosciences
Astronomy
comet
asteroid
meteor
meteorite
lunar
rotation
revolution
eclipse (lunar, solar)
Cosmology
ultimate
galaxy
detectable
to embrace
Meteorology
equator
pole
humidity
dew point
to vapor
perspiration
to evaporate
droplet
clouds (stratus, nimbostratus, cumulus, cumulonimbus, cirrus)
to condense
the atmospherical precipitates
dense
sleet
instantaneous Syn: momentary, immediate
violent Syn: turbulent
front (cold,warm)
Oceanography
ocean bed, floor
sediment
a volcanic eruption
oil well, oil spill
marine
Geology
The Earth’s Parts
crust
mantel
magma
core (outer, inner)
habitable Syn: inhabited
lithosphere
hydrosphere
molten
rocks (sedimentary, igneous, metamorphic)
fossils
erosion Syn: destruction , demolition
weathering
gouge out
to erode
READING ACTIVITIES