- •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:
History, Humanities, Social Science, historical/social scientific awareness, the Boston Tea Party, the Missouri Compromise, the Emancipation Proclamation, FDR, the Prohibition, the Depression, Anti-Semitism, the Montgomery bus boycott, McCarthyism, the Watergate scandal.
Ex. 2. Translate the LAST test objectives (SUBAREA II: 07-11) 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).
Ex. 3. Complete the following sentences with the appropriate word.
1. The … established settlements under Peter Minuit in Manhattan about 1624.
2. In 1764 the English government levied a … tax on the colonies to help pay for the war.
3. On July 4, 1776, the Continental Congress approved the … of Independence authored by Jefferson.
4. … delivered the Gettysburg Address at the dedication of the Union Cemetery.
5. “Yellow journalism” came to mean … journalism.
Ex. 4. Supply the sentences with required words; if necessary change their grammatical forms.
“kitchen cabinet” truths compromise “big stick diplomacy” amendments suffrage
1. The Missouri … of 1820 maintained the balance of free and slave states.
2. Elizabeth Cady Stanton and Susan B. Anthony led the women's … movement.
3. Roosevelt used … and the United States started to become policeman of the world.
4. Jackson used a … of friends to advise him on important issues.
5. The Declaration of Independence authored by Jefferson included four self-evident ….
Ex. 5. Choose the alternative that best suits the context.
1. In January 1943 Churchill and Roosevelt met at … and planned the future conduct of the war.
2. … said, “the only thing we have to fear is fear itself.”
3. Senator Joseph McCarthy used the red …to propel himself to national prominence (McCarthyism).
4. Reagan was a conservative ideologue who believed in … economics.
5. In 1957 Congress approved the Eisenhower Doctrine, which gave the president the right to use force against aggressive acts by any country under the control of … .
REVIEW QUESTIONS
1. What topics should a comprehensive subject review include to help you prepare for the American History items on the LAST?
2. Will you need a quick or thorough American History review?
3. In what year did Columbus reach the mainland of North America?
4. Which nation established the first settlement in Manhattan?
5. What was the first governing document for the United States?
6. Briefly describe the theory of nullification.
7. What was the effect of the Emancipation Proclamation?
8. What inventions drew women to the workplace?
9. What was the highest unemployment rate during the Depression?
10. Why was Roosevelt criticized for his actions at Yalta?
11. What “read my lips” promise led to Bush's defeat in 1992?
12. What type of question dogged the Clinton presidency?
PRE-READING ACTIVITIES