1 . We outline how you can realize your teaching dream in California.
Have a Bachelor’s degree from a qualified institution.
This is the minimum academic requirements before landing a teaching job in California.
Complete a teacher certification program in California.
The Commission for Teacher Credentialing (CTC) sets the main teaching conditions that you must complete before landing a teaching job in California. This is normally a preparation program on your preferred subject as well as general qualification tests for educators. Your math, reading, and writing skills will be assessed via the California Basic Education Skills Test (CBEST). For multi-course teachers, you’ll need to pass the California Subject Examinations for Teachers (CSET) Multiple Subjects Exam. Moreover, all candidates should go through the U. S. constitution and pass an accompanying test.
Fulfill the student teaching requirements and necessary teaching hours.
A regular teaching program is approved by the CTC, and candidates must complete at least 600 hours’ worth of field experience. You will be guided by a licensed practitioner (专业人员) when taking part in co-teaching or teaching residency (实习). Normally, there are different requirements depending on your program.
The background check.
This is mostly an administrative matter. Requirements must go through a Live Scan. The aim of this check is to figure out whether applicants have prior run-ins with the law.
Send in your application.
After going through the procedure, you can then apply to be a certified teacher in California. Normally, you’ll need to provide relevant performance reports of teacher certification programs and prove that you have the required skills to handle students. The application process is through the CTC online entrance.
Pay the fees.
Potential teachers should expect a $100 fee when applying and a further $2.50 to facilitate the online process. Candidates from a different state submitting fingerprint cards normally part with $49.
1. Who are required to pass the CSET Multiple Subjects Exam?| A．All candidates. |
| B．Multi-course teachers. |
| C．Teachers of a specific subject. |
| D．Candidates without a Bachelor’s degree. |
| A．By making a call. |
| B．By sending an envelope. |
| C．By entering the website. |
| D．By visiting the office in person. |
| A．$49. | B．$53.5. | C．$102.5. | D．$151.5. |
2 . One of the reasons I became a teacher was how much I loved the reading and writing process, and how excited I was to help young children develop as readers and writers. I had visions of a class full of busy writers, all with the same sense of excitement I’ve always had about writing and sharing stories.
One day, I discovered the work of Vivian Paley, who developed a storytelling curriculum for young children that involves writing down the contents of students’ drawings and having their classmates act out these stories. I was immediately drawn to Paley’s focus on dramatization(编剧).
One morning, as my students gathered in our classroom for our writing lesson, I told them that they could draw anything they’d like, imaginary or real that day. They discussed with one another what they liked to draw and shared some of these ideas out loud, which helped inspire those who weren’t ready with their own ideas. For the next half-hour or so, I was busy writing down their stories. I observed some of my most hesitant and unwilling students drawing with a sense of focus and purpose.
At the end of the session, we sat in a circle and I explained that we would act out some of their stories. The“playwright(剧作家)”would choose classmates to be the characters in the story, and I would tell the story. Then the first playwright stood up to announce which char- acters she’d need. I watched as one student became a rabbit, another became a fairy, and another became a rain bow cloud. When the play was over, the actors and playwright bowed, and the class clapped for them. The next playwright jumped to her feet, shouting, “My story is next!”
1. What do we know about the author from paragraph 1?| A．She hoped her students would inspire her writing. |
| B．She didn’t really expect to be a teacher when young. |
| C．She wanted to help her students fall in love with writing. |
| D．She became a teacher mainly because she loved children. |
| A．She decided to try drawing pictures herself. |
| B．She wanted to encourage her students to act. |
| C．She became interested in trying dramatization. |
| D．She wanted to let her students act out her stories. |
| A．Reveal their creative ideas through drawing. |
| B．Write down their stories in simple words. |
| C．Draw pictures of stories they’d read. |
| D．Observe others’ drawings. |
| A．She was really good at making up stories. |
| B．Her students really had a gift for acting. |
| C．She should read stories aloud every day. |
| D．Her students really loved that method. |
3 . For Sandra, the teachers who stuck in her mind were the ones that gave her their time and effort and really prepared her for her future.
She saw herself as a teacher who helped students and gave them love for what they had to do, whether they wanted to do it or not.
Giving students that push to get better grade made a great difference to them. When they got it, the result was just amazing.”
Based on this teaching concept, Sandra focused on making each student a better “himself”. And what’s more, she has been among one of her former teachers and really has given something back. She once received a huge bunch of flowers with a card in it, writing, “Dear Sandra, you’ve given me the time and energy to help me get what I needed.
| A．She kept encouraging her students |
| B．It is useful to make friends with students |
| C．Her encouragement turned out to be of great use |
| D．It makes you feel like you’ve done your job so well |
| E．It is you and your teaching style that make it possible |
| F．So she chose to train as a teacher after college graduation |
| G．Looking back, there were many moments to make her proud |
4 . My new teacher is cool. Her name is Paula so we call her Miss Paula.
The first time we met her she said we are going to be good friends and that good friends are always nice to each other.
Miss Paula has been teaching us a lot of things. Some of us used to get in trouble for talking in the hallway (过道). Miss Paula says she can’t change the rule that we can’t make noise in the hallway but we can still talk to each other. She is teaching us sign language. I already know how to say “hello” and “how are you” with my hands. Now we love it when we have to walk somewhere and we are always quiet except for a laugh or two.
Miss Paula likes everybody even Sam and nobody likes Sam. He never does what he’s told but now he is doing better. Miss Paula says every single one of us is perfect and beautiful just the way we are. I guess that includes Sam.
This week at school was really the best ever. I didn’t even get in trouble when I thought I would because I spilled (洒) milk on my homework and had to hand it in when it was still wet. Miss Paula just smiled and asked “What’s this?” So I told her what happened. Miss Paula put it near the window to make it dry. She said the sun had been waiting for such an important job as this and would be happy to help us.
Well I have to go and get ready for bed now. I have school in the morning and I want to wake up early so I will have time to pick Miss Paula some flowers.
1. From the passage we know that Miss Paula ________.| A．is strict with the writer | B．changed the school rules |
| C．is very kind to her students | D．uses sign language in class |
| A．Sam dislikes his new teacher. | B．Sam has made some progress. |
| C．Sam is often praised by Miss Paula. | D．Sam is one of the writer’s best friends. |
| A．Bored. | B．Excited. | C．Relaxed. | D．Worried. |
| A．loves and respects her new teacher | B．is a bit afraid of her new teacher |
| C．always picks her teacher some flowers | D．wrote this article in the morning |
5 . Lily-Mae is 4 years old. Her reading age is 9. At home, she is a happy, confident child with a strong personality. She is a quick learner. She has a very good memory and is curious about the world. She taught herself to read at the age of 3 and particularly loves anything about engineering or science. She loves to work by herself, keeping herself busy and finding solutions to problems.
Lily-Mae is studying in a small primary school. She says she loves school but tells her mother that some lessons are boring. She is struggling to make friends with her classmates and is the happiest around children who are a couple of years older than her.
Her class teacher has noticed that even though Lily-Mae leaves the impression that she isn’t listening in class, she can later recall any of the taught knowledge when asked.
Although Lily-Mae has advanced reading skills, she is struggling with her motor skills(运动技能)and is having difficulty learning to write. She can recognize the letters but trying to copy them leaves her frustrated and angry. She is starting to misbehave in class and lose interest in her work.
Lily-Mae’s mother and her school are both concerned that she is losing interest in learning at such an early age, but they have put it down to different reasons. Lily-Mae’s mother feels that boredom is a big factor. She feels that Lily-Mae would be much more motivated if she had more interesting work. School, however, argues that she needs to be able to express what she knows through her writing; therefore, they are focusing only on developing her writing skills.
1. What is mainly discussed about Lily-Mae in paragraph 1?| A．Her special interests. | B．Her amazing talents. |
| C．Her strange characters. | D．Her important achievements. |
| A．She has special learning abilities. | B．She cannot get along with others. |
| C．She is a student of few words. | D．She always listens carefully. |
| A．She is losing interest in everything. | B．She has difficulty staying focused in class. |
| C．She has trouble in making friends with others. | D．She is less developed in some aspects than others. |
| A．In how to motivate Lily-Mae more. |
| B．In where Lily-Mae’s real interests lie. |
| C．In how to develop Lily-Mae’s writing skills. |
| D．In what leads to Lily-Mae’s losing interest in learning. |
6 . The world becomes a better place when we not only recognize that everyone has bad days, but when we also care enough to act accordingly. No matter what kind of bad experience we experience, we should treat it actively. Fourth-grade teacher Rachel Harder recognized this, and she found an amazing way to help out both her students and their families.
A few years ago, the Kansas teacher attended a trauma（心理创伤）conference. She learned that some police stations partner with schools so they can let teachers know when one of their students has a police encounter, something that could cause them to need extra care or attention. A year after the conference, Rachel had a student with autism（自闭症）who fre-quently had tough days. To support the student, Rachel told his mom to simply text her “handle with care” to let her know when it was going to be one of those days.
The simple method was such a success that Rachel decided to send all her students home with a note for their parents. It explained what the “Handle with Care” system was and how they could take advantage of it. In no time, parents began to show their appreciation for Rachel’s incredible act of kindness. But Rachel’s sympathy didn’t end with her class. Word spread of the amazing system, and teachers across the country began giving it a shot in their own classrooms. Printouts can be found on the Smart School House website, and the feedback has been extremely positive!
Even though teachers can sometimes tell when a student is having a tough day just by the way they’re acting, Rachel said these simple texts allow educators to make minor adjustments in advance that, in turn, make the whole day better for everyone. “It’s important for me to give kids a few minutes of extra time or space,” she said, “and it’s easy to give.”
1. What does the underlined word “this” in paragraph 1 refer to?| A．The tough time in life. | B．The beauty of nature. |
| C．A positive attitude to hardship. | D．An extreme working style. |
| A．By getting assistance from some police stations. |
| B．By knowing his state at home from his mother. |
| C．By discussing his trauma in a conference. |
| D．By supporting him to do what he wants. |
| A．To prove the behavior is efficient. |
| B．To explain the kindness to the parents. |
| C．To gain the parents’ sympathy for herself. |
| D．To show her concern about every student. |
| A．Responsible and considerate. | B．Energetic and grateful. |
| C．Curious and courageous. | D．Humorous and warm-hearted. |
7 . Mr. Smith is forty-eight years old. He began to teach in a middle school twenty-four years ago. He works hard and always comes to his office on time. He expects his students to be honest and is strict with them. Some of his students become famous people, but they still remember him and often write to him. Of course the old man is proud of it.
This term he began to teach Grade One. Some of the new students were told about him, but the others didn’t know him well. He told them how to be an honest person. He gave them several examples and said, “I hate telling a lie most.”
Before class was over, he told all his students to finish Exercise 7 in Unit 1. The next morning, as soon as he came into the classroom, he asked, “Who’s finished Exercise 7?” A few students put up their hands. He shook his head and said, “Open your workbooks and see whether there’s Exercise 7 in Unit 1or not.”
The students had a look at their workbooks and their faces turned red at once.
1. How long has Mr. Smith taught in the middle school?| A．For twenty-four years | B．For forty-eight years |
| C．For twenty years | D．For thirty-six years |
| A．His students are hard-working. |
| B．His students often write to him. |
| C．He leaches math very well. |
| D．He is strict with students. |
| A．to study hard | B．not to be late for class |
| C．to be brave | D．not to tell a lie |
| A．angry | B．happy | C．sorry | D．bored |
