文章
One hundred thirty-five students, four teachers, one giant classroom: This is what 9th grade looks like at
Westwood High School, in Mesa, Arizona’s largest school system. There, an innovative teaching model has taken
hold, and is spreading to other schools in the district and beyond.
Five years ago, faced with high teacher turnover and declining student enrollment, Westwood’s leaders
decided to try something different. Working with professors at Arizona State University’s teachers college, they
piloted a classroom model known as team teaching, which allows teachers to dissolve the walls that separate their
classes across physical or grade divides.
The teachers share large groups of students — sometimes 100 or more — and rotate between group
instruction, one-on-one interventions, small study groups, or whatever the teachers as a team agree is a priority
that day. What looks at times like chaos is in fact a carefully orchestrated plan: Each morning, the Westwood
teams meet to hammer out a personalized program for every student the team will focus on that day.
By giving teachers more opportunity to collaborate, Mesa’s administrators hoped to fill staffing gaps and
boost teacher morale and retention. Initial research suggests the gamble could pay off.
“Teachers are doing fantastic things, but it’s very rare a teacher walks into another room to see what’s
happening,” said Andi Fourlis, superintendent of Mesa Public Schools. “Our profession is so slow to advance
because we are working in isolation.”
Of course, overhauling teaching approaches can’t fix all the frustrations teachers have, such as low pay, but
early results from Mesa show team teaching may be helping to reverse low morale. In a survey of hundreds of the
district’s teachers, researchers found those who worked on teams reported greater job satisfaction, more frequent
collaborations with colleagues, and more positive interactions with students.
Another benefit of teams, teachers say, is that they can help each other improve their instruction. During one
planning session, English teacher Jeff Hall shared a performance appraisal with a science teacher: Her recent
lecture on something she called “the central dogma of biology” had bewildered him and their other teammates.
“If the science is too confusing for me, can you imagine the frustration you feel as kids?” Hall said. But the
science teacher, he said, wouldn’t have known about the confusion on her own.
The model is not for everyone. Some teachers approached about volunteering for a team have said they prefer
to work alone. Team teaching can also be a scheduling nightmare, especially at schools like Westwood where only
some staff work in teams. There are also thorny questions like how to evaluate four teachers on the performance
of 135 students. But for the time being, it seems to be working.
题目一
51. What do we learn about team teaching from the passage?
A. It is generally conducted in classrooms without walls.
B. It allows students to choose teachers they favor most.
C. It prioritizes peer work over classroom instruction.
D. It is closely coordinated despite seeming confusion.
我们可以学到什么对团队教学，从这篇文章
A 它通常实施在没有墙的教室
B 它允许学生选择他们最喜欢的教师
C 它最优先于把同伴工作比教室指导
D 它接近合作尽管看起来混乱
盯住目标
Five years ago, faced with high teacher turnover and declining student enrollment, Westwood’s leaders
decided to try something different. Working with professors at Arizona State University’s teachers college, they
piloted a classroom model known as team teaching, which allows teachers to dissolve the walls that separate their
classes across physical or grade divides.
which后面翻译：允许教师解决墙 - 分开他们的的教室通过物理和小组分开
这里啥也没说，只能往后看了
The teachers share large groups of students — sometimes 100 or more — and rotate between group
instruction, one-on-one interventions, small study groups, or whatever the teachers as a team agree is a priority
that day. What looks at times like chaos is in fact a carefully orchestrated plan: Each morning, the Westwood
teams meet to hammer out a personalized program for every student the team will focus on that
day.
教师作为一个团队根据当天的协定，看起来混乱但事实上精心策划的计划
检索思路，反复思考
这个有点难度的，因为要往后读一点
D
题目二
52. What does initial research suggest regarding Westwood’s innovative teaching model?
A. It could help raise teachers’ pay.
B. It could turn out to be a success.
C. It could cut down overall costs.
D. It could end up like a gamble.
什么是一开始的研究表明看待西木改革的教学模式
A 它可以帮助提升教师薪水
B 它可以取得成功
C 它可以削减总体成本
D 它可以最终像一个赌博
盯住目标
By giving teachers more opportunity to collaborate, Mesa’s administrators hoped to fill staffing gaps and
boost teacher morale and retention. Initial research suggests the gamble could pay off.
最开始的研究表明 赌博可以被还清
检索思路，反复思考
还清了都，成功了
B
题目三
53. What did superintendent Andi Fourlis say about the teaching profession?
A. Morale cannot be boosted until teaching models are overhauled.
B. Teachers are simply too busy to visit classes of their colleagues.
C. Progress is slow due to lack of collaboration among teachers.
D. Teachers often do fantastic things without being noticed.
负责人（superintendent）Andi Fourlis 说了什么关于教学行业
A 士气不能提升直到教学模式被改造
B 教师仅仅太忙去参观同事的的课
C 进程太慢因为缺少合作与教师
D 教师经常做极好的事情没有被注意
盯住目标
“Teachers are doing fantastic things, but it’s very rare a teacher walks into another room to see what’s
happening,” said Andi Fourlis, superintendent of Mesa Public Schools. “Our profession is so slow to advance
because we are working in isolation.”
教师做极好的事情，但很少教师走进其他教师去看发生了什么
我们的进程很慢因为我们工作孤立
检索思路，反复思考
这里要看全了，这2句话都是AF负责人说的，一定要看全啊,不然就选D了
而且D很像C的泛化
C
题目四
54. What does the author want to show by citing English teacher Jeff Hall’s experience?
A. English teachers and science teachers are complementary in performing their tasks.
B. A teacher of arts and letters is completely puzzled by what a science teacher teaches.
C. The new teaching model helps inform the teacher how their instruction is received.
D. Science teachers will hardly know the confusion they create without a performance appraisal.
作者想展示什么引用英语教师JH的经历？
A 英语教师和科学教师是互补在教学平台
B 艺术老师和信被完全的谜住了 by 科学教师的教学
C 新的教学模式帮助通知教师他们的指导效果
D 科学教师将很难知道 困惑 - 他们创造的 没有表现评价
盯住目标
Another benefit of teams, teachers say, is that they can help each other improve their instruction. During one
planning session, English teacher Jeff Hall shared a performance appraisal with a science teacher: Her recent
lecture on something she called “the central dogma of biology” had bewildered him and their other teammates.
教师们表示，另一个有利于团队是，他们可以帮助其他人提升他们的指导。
通过一次计划会议，英语教师JH分享了因此表现评价带着科学教师，她最近讲座的一些东西 她叫做 生物的中心教条 有困惑对应他和他的团队
检索思路，反复思考
尼玛的，什么这段看了标准翻译也是前面说前面的后面说后面的，差点选了D了
A 没说
B 没说
C 说了
D 也说了，但这里有表现评价
选C
题目五
55. What does the author think is one of the difficult problems in implementing the new teaching model?
A. What to do with teachers working alone.
B. What to include in teaching schedules.
C. How to recruit volunteers for a team.
D. How to assess each teacher’s performance.
作者认为困难的问题之一 - 执行新的教学模式是什么
A 教师工作孤独该做什么
B 什么包括在教学计划
C 怎么招聘团体志愿者
D 怎么评估每个教师的表现
盯住目标
The model is not for everyone. Some teachers approached about volunteering for a team have said they prefer
to work alone. Team teaching can also be a scheduling nightmare, especially at schools like Westwood where only
some staff work in teams. There are also thorny questions like how to evaluate four teachers on the performance
of 135 students. But for the time being, it seems to be working.
这里也有荆棘的问题像怎么评估四个教师的表现
检索思路，反复思考
D 这个很明白
这篇文章我给它 9.1/10
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