
- •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.
Visual and performing arts practice items
A
The Metropolitan Museum of Art, Gift of Mrs. Charles Stewart Smith, Charles Stewart Smith Jr. and Howard Casell Smith, n memory of Charles Stewart Smith, 1914. (14.76.37)
B
The Metropolitan Museum of Art, Rogers & Fletcher Funds, Erving & Joyce Wolf Fund, Raymond J. Horowitz Gift, Bequest of Richard De Wolfe Brixey, by Exchange, & John Osgood & Elizabeth Amis Cameron
Blanchard Memorial Fund, 1978. (1978.203)
C
The Metropolitan Museum of Art, Gift of Mr. and Mrs. Joseph G. Blum, 1970. (1970.527.1)
1. Picture A could be best described as
(A) an abstract work whose primary meaning is the work itself.
(B) a central figure surrounded by rectangular border.
(C) an impressionistic work in which the figure represents an animal.
(D) an 18th century American work.
2. Which of the following best describes Picture B?
(A) A scene with people talking.
(B) A scene with children playing.
(C) A commercial scene.
(D) A scene dominated by the sky.
3. Which of the following best describes Picture C?
(A) A brick plaza sweeping by open latticed rectangles.
(B) A surreal world visited by real people.
(C) A visitor’s center at a spaceport .
(D) A central spire framed by sphere, semicircle, and sky.
4. The impressionist art movement, which included artists such as Monet and Renoir, was founded as a reaction against more classical styles and featured
(A) abstract, linear works.
(B) undetailed, but recognizable works.
(C) blue and rose hues.
(D) realistic, precise works.
5. Masks were worn regularly in Greek and Roman plays. A character wore the mask from the very beginning of the play
(A) to conceal the actor's identity.
(B) until the very last act, when it was removed.
(C) enabling the actor to show a range of emotions.
(D) removing any doubt about the characters eventual fate.
6. Which of the following is the name for the process of applying watercolors to a freshly plastered surface?
(A) Fresco.
(B) Watercolor.
(C) Mosaic.
(D) Mural.
7. When a mason refers to a course, he or she usually means
(A) time spent as an apprentice.
(B) a row of bricks.
(C) a layer of plaster.
(D) a stretch of lawn.
8. Which picture shows multiple events?
(A) А.
(B) В.
(С) С.
APPENDIX H
Literature and communication practice items
Questions 1-5 are based on this passage
The United States National Park system is extensive, although most land dedicated to the park system is in the western states. This is no doubt the case because these lands are:
(5) occupied by states most recently admitted to the union. I have some very happy personal memories about Yellowstone National Park, having visited there on several occasions. All of my visits came before the series of fires, which
(10) burned much of the park's forested areas. My most unusual recollection dates back a number of years when I was part of a group waiting for the Old Faithful geyser to erupt. A young child was standing about twenty yards away looking
(15) at something on the ground. The group gathered around where the child was standing. And while Old Faithful … , we all watched a small, rusty water pipe leak onto the ground
(20) never understood what about the pipe drew everyone's interest. It must have to do with a child's wonder
1. Which of the following best characterizes the preceding passage?
(A) A person describes the American National Park System.
(B) A person describes his childhood in Yellowstone National Park.
(C) A person describes group behavior with an example from his or her own experience.
(D) A person describes an unusual memory r from Yellowstone Park.
2. Why does the writer discuss the Yellow-stone fires in lines 9-11?
(A) To discuss the destruction of the park.
(B) To give a time frame to the writer's visits.
(C) To warn against careless use of fire.
(D) To describe the burned areas.
3. Which of the following words would be most appropriate to fill the blank space in line 18?
(A) Burned.
(B) Gurgled.
(C) Foamed.
(D) Gushed.
4. This passage is best characterized as
(A) argumentation.
(B) exposition.
(C) narration.
(D) reflection.
5. What is the subject of the sentence “My most unusual recollection dates back ... ,” which begins at the end of line 10 and ends on line 13?
(A) My.
(В) Recollection.
(В) I.
(D) Group.
6. These are the first two lines from a haiku poem:
The waves on the beach
Are a-rhythmically crashing.
Which of the following choices could be the third line in the poem?
(A) Like the precarious fate.
(B) Like the sands of time.
(C) Like the love clinging.
(D) Like the deafening quiet.
7. Which of the following examples would Chomsky (transformational grammar) identify as an error demonstrating children possess an innate grammatical sense?
(A) “Jim told me I ain't going to no picnic.”
(B) “Lynne goed to the picnic already.”
(C) “Not right to make me stay home.”
(D) “I hollers and screams if I can't go to that picnic.”
Questions 8—11 are based on the following passages.
(A) The tires screeched, and the car spun uncontrollably. I gripped the wheel in fear as the car swung around again and again. My body was thrown against the side of the car—my heart pounded. A horn blared in my ear, and images of cars, buildings, and light poles went whizzing by. It seemed that I would careen into the car just ahead of me. Then everything stopped. I'm not going on that ride again.
(B) A soft and silent breeze swept across the field carrying with it the sweet smell of blooming flowers, the delightful chirping of circling birds, and small bits of pollen and newly cut grass. The breeze softly passed unfelt by all but the few standing at the field's edge. Life is like that breeze in that field for all who will but stop to experience it.
(C) The seat was hard, the room was crowded, and the perspiration flowed. All eyes were on the proctor who was handing out tests and on the air conditioner, which wasn't working. They all wanted to be teachers, and they were all ready to take the test, but they were not ready for the hottest day of the year and the stuffiest room imaginable. Someone sighed. What were they to do?
(D) “I object your honor,” called out the lawyer. “I object to the way that my rights and my client's rights have been systematically, outrageously, and impermissibly denied by this court, by the incredibly irresponsible reporting of the tawdry tabloid shows, and by the second-rate journalists who control the newspapers in this town.” “I guess the evidence is against that lawyer,” thought the judge.
8. Which passage includes a metaphor for life?
9. Which passage describes a person's reaction to an amusement park ride?
10. Which passage includes a rhetorical question?
11. Which of the following choices describes a common element of these passages?
(A) Each passage draws a conclusion.
(B) Each passage describes a feeling.
(C) Each passage includes dialogue.
(D) Each passage is descriptive.
Questions 12—14 are based on the following reading.
I remember my childhood vacations at a bungalow colony near a lake. Always barefoot, my friend and I spent endless hours playing and enjoying our fantasies. We were
(5) pirates, rocket pilots, and detectives. Everyday objects were transformed into swords, ray guns, and two-way wrist radios. With a lake at hand, we swam, floated on our crude rafts made of old lumber, fished, and fell in. The
(10) adult world seemed so meaningless while our world seemed so full. Returning years later I saw the colony for what it was — tattered and torn. The lake was shallow and muddy. But the tree that had been our look-
(15) out was still there. And there was the house where the feared master spy hid from the FBL There was the site of the launching pad for our imaginary rocket trips. The posts of the dock we had sailed from many tunes were
(20) still visible. But my fantasy play did not depend on this place. My child-mind would have been a buccaneer wherever it was
12. Which of the following choices best characterizes this passage?
(A) An adult describes disappointment at growing up.
(B) A child describes the adult world through the child's eyes.
(C) An adult discusses childhood viewed as a child and as an adult.
(D) An adult discusses the meaning of fantasy play.
13. The sentence “The adult world seemed so meaningless while our world seemed so fullon” lines 10 and 11 is used primarily to
(A) emphasize the emptiness of most adult lives.
(B) provide a transition from describing childhood to describing adulthood.
(C) show how narcissistic children are.
(D) describe the difficulty this child had relating to adults.
14. Which of the following best characterizes the last sentence in the passage?
(A) The child would have been rebellious, no matter what.
(B) Childhood is not a place but a state of mind.
(C) We conform more as we grow older.
(D) The writer will always feel rebellious.
Question 15—16 are based on the following passages.
Swept along the gnarly road of life,
Abounding with its traffic laden strife.
Rest you now upon the yonder hill,
Tis there that you'll finally be still.
I am about the richest man there is,
(B) 'Cause I was ever so great at biz.
The biz that I was great at though,
Was little more than blowing snow.
(C) Birds in the meadow — chirp, chirp, chirp,
Too full a tummy — burp, burp, burp,
Cats at the milk saucer — slurp, slurp, slurp,
Don't have another rhyme — gulp, gulp, gulp.
(D) They say that fame and fortune comes,
From starring in some fil-e-ums.
But it seems to me that you end up,
Just taking lots of pill-e-ums.
15. Which passage provides a contrast between two possible outcomes?
16. Which passage appears to be a metaphor for the end of life?