2024年12月大學(xué)英語六級考試真題第3套(含答案)PartIWriting(30minutes).Directions:Forthispart,youareallowed30minutestowriteanessaythatbeginswiththesentence"Collegeprovidesagreatopportunityforstudentstoexplorevariouspossibilitiesandfindtherightpathforthemselves."Youcanmakecomments,citeexamplesoruseyourpersonalexperiencestodevelopyouressay.Youshouldwriteatleast150wordsbutnomorethan200words.Youshouldcopythesentencegiveninquotesatthebeginningofyouressay.PartIIListeningComprehension(30minutes).SectionA.Directions:Inthissection,youwillheartwolongconversations.Attheendofeachconversation,youwillhearfourquestions.Boththeconversationandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.Questions1to4arebasedontheconversationyouhavejustheard.1.A)Changinghismajor.B)Hisfamilysituation.C)Revisinghisgraduationthesis.D)HispassionforArtHistory.2.A)Hedoesn'tthinkitlegitimatetodependonhisfather.B)Hethinkshisfinancialsituationhasnowchanged.C)Hedoesn'tthinkitwillprovidehimwithaliving.D)Hethinksitnourishesthefinanciallysecureonly.3.A)Tryhisbesttosocializeandbuildanetworkintheartindustry.B)Seekfinanciallyviableemploymentopportunitiesaftergraduation.C)Investigateallpossiblewaystobecomeacelebrityintheartworld.D)Strikeabalancebetweenintellectualpursuitsandfinancialsecurity.4.A)Money.B)Time.C)Determination.D)Optimism.Questions5to8arebasedontheconversationyouhavejustheard.5.A)Theirdecisiononinvestigatingbeefconsumption.B)Theiroriginalideasaboutthedomesticmarket.C)Theirdifferentapproachestoacasestudy.D)Theirend-of-semesterbusinessprojects.6.A)Expandingfarmlandoutwest.B)Importingmostofthebeef.C)Raisingcattledomestically.D)Continuingtoboosteconomicgrowth.7.A)Technicalequipment.B)Businessconsultancy.C)Beef.D)Carwashing.8.A)Carownersofallwalksoflife.B)High-endcustomersinbigcities.C)Consumerscravingforprofessionalservice.D)Well-offdealersseekingaprofitablemarkup.SectionB.Directions:Inthissection,youwillheartwopassages.Attheendofeachpassage,youwillhearthreeorfourquestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.Questions9to11arebasedonthepassageyouhavejustheard.9.A)Parents'talkingwiththemduringTVtimeraisestheircuriositylevels.B)Theirdailytelevisionexposurecutsparent-childconversationtime.C)ThemoreTVtheywatchthepoorertheirprogressindevelopment.D)Theirsocioeconomiclevelsimpacttheiracademicachievement.10.A)Kids'enhancedlearning.B)Kids'curiositylevels.C)Kids'readingandmath.D)Kids'behavioraldevelopment.11.A)Itcanhinderkidsfromgettingonwiththeirpeers.B)Itcancutintokids'timeonexploratoryactivities.C)Itcanarousekids'interestinhowpeopleinteractinreallife.D)Itcanwidenthegapbetweenkidsfromdifferenteconomicstatuses.Questions12to15arebasedonthepassageyouhavejustheard.12.A)Exertingourselvestoohardinordertoattainourlife'sgoals.B)Beingpossessedwithasinglethoughtofprofessionalsuccess.C)Tryingeverymeanstobeatothersintermsofpersonalaspirations.D)Beingmindlesslydriventopossessmoreandmorematerialthings.13.A)Wemightisolateourselvesfromourfellowbeings.B)Wemightacquireanincorrectsenseofwell-being.C)Wemightenduppursuingallthewrongthings.D)Wemightmakeamessofourpersonallives.14.A)Theyshouldbebasedonsolidtheoreticalconcepts.B)Theyshouldtakepersonalinterestsintoaccount.C)Theyshouldincludegoalstohelpotherpeople.D)Theyshouldincreaseoursenseofworthiness.15.A)Driftingthroughlifeaimlessly.B)Givingupthechancetofulfillyourself.C)Abandoningallthatlifehastooffer.D)Spoilingyourcharacterandintegrity.SectionC.Directions:Inthissection,youwillhearthreerecordingsoflecturesortalksfollowedbythreeorfourquestions.Therecordingswillbeplayedonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.Questions16to18arebasedontherecordingyouhavejustheard.16.A)Grade-raisingwaysandmeans.B)Pressure-alleviatingexercise.C)Revision-conductingapproaches.D)Brain-boostingfoodanddrink.17.A)Buyingitfromcoffeeshops.B)Buildingupatoleranceofit.C)Drinkingitafter2pm.D)Consumingitwithsugar.18.A)Bytakingvariedvitaminsupplements.B)Byconsumingarichvarietyoffoods.C)Byeatingbothorangesandfrozenberries.D)Bygettingcomponentspackagedintablets.Questions19to21arebasedontherecordingyouhavejustheard.19.A)Manypeopleacrossadvancedeconomiesintheworldthinkthingsisgoingfrombadtoworse.B)Thenewsfocusesonreportingcatastrophesthatoccuracrosstheworld.C)Asignificantpartoftheworldisexperiencinganothergreatrecession.D)Manypeoplehavenoideaofthoselivingundermiserableconditions.20.A)Ithasexperiencedupsanddownslikeanyotherhistoricaltrend.B)Itishailedasamiraclebybotheconomistsandordinarypeople.C)Itistheonlywayforallcountriestoshareeconomicprosperity.D)Ithasgivenmoreandmorecountriesararechancetothrive.21.A)Theirfortunesmaytakeadownturn.B)Theycanbeclassifiedasmiddleclass.C)Theirlivingstandardshavebeendeteriorating.D)Theyareexperiencingaradicaltransformation.Questions22to25arebasedontherecordingyouhavejustheard.22.A)Whysmellsactivateemotionalmemories.B)Howpowerfulthesenseofsmellcanbecome.C)Howscentparticlesrevivememoriesforgotten.D)Whythescentofbreadhasastrongmentalimpact.23.A)Thebraincells'processingofmemoriesexperiencedasstronglyemotional.B)Theactivationofthebrain'smotionprocessingareabychemicalparticles.C)Theinteractionbetweenchemicalparticlesandthebraincellsresponsibleforsmell.D)Thesensationsofscentsgoingdirectlytothebrain'semotionalandmemorycenters.24.A)Imagination.B)Association.C)Experience.D)Context.25.A)Inaccuracyandalterability.B)Susceptibilitytopolarinterpretations.C)Beingpersonalandindividualistic.D)Beingdependentonrelevantscenarios.PartIIIReadingComprehension(40minutes).SectionA.Directions:Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybeforemakingyourchoices.Eachchoiceinthebankisidentifiedbyaletter.PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebankmorethanonce.About23%oftheglobalpopulationlivesinabsolutepoverty.Indevelopingcountriesthereisalowlifeexpectancy,ahighinfant__26__rate,highlevelsofunemploymentandilliteracy,nutritionallevelsbelowacceptablestandardsandwidespreaddiseasewithverylittleorpoorqualitymedicalassistance.Otherslive__27__wealthyandluxuriouslivesandsothewealthisdistributedinavery__28__manner.Thesearethecentralproblemstoquestionsofcharitythoughcharityalsoincludesmanyotherareassuchasassistingtheelderly.Weall__29__whenveryrichpeoplepledgetogiveawaymostoftheirbillion,buttheyareusuallyleftwithmillionstopasson,stillmuchmorethanmostpeoplewouldexpecttoearnintheirlifetime.Evencomparatively__30__salariesinthewestareveryhighwhencomparedglobally.Someoneon￡20,000couldeasilyaffordtogiveaway￡2,000peryearandstillhaveplentytoliveonplussomeluxuries.Mostpeopleagreethatgivingtocharityismorally__31__butcharitablebehaviourtendstoberegardedasaboveandbeyondthecallofduty.Someargue,however,thatcharitablebehaviourismorallyrequired.Thismeansthattofailtobehavecharitablywouldbewrong.Themajorityofargumentsinthisveinrefertogivingaidtopoorernationsbuttheymayalsorefertogivingtimewithinone's__32__community.Argumentstendtoplacedifferentrequirementsonpeopleindifferentincomebracketsand__33__entirelypeoplewhoaremerelymakingendsmeet.Somearguethatpeopleshouldallcontributeacertainpercentageoftheirearnings.Iwill__34__togetherallthoseargumentsthatplaceamoralrequirementonpeopletogivetocharity,despitethefactthatthereiswidedisagreementastothe__35__ofthatmoralrequirement.A)applaud.B)casualty.C)exclude.D)extent.E)group.F)hierarchical.G)immediate.H)incredibly.I)moderate.J)mortality.K)overt.L)praiseworthy.M)probe.N)sceptically.O)unequal.SectionB.Directions:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.TheFree-TradeParadox.A)Tradeisoneofthepolicyareaswherethehostilitythatexistsbetweenpopulists(民粹主義者)andclassicalliberalsismostvisible.Free-traderspointtotheundeniablegoodthattariff-freetradehasdoneforconsumersacrosstheworldandtotheobservablealleviationofpovertyincornersoftheworldwherepreviouslyclosedmarketshavebeenopenedup.Protectionistspointtothedomesticproducerswho'vepaidthepriceforthisglobalizedeconomyintheformoflostlivelihoodsandhollowed-outcommunities.B)Theongoingconservativecivilwaroftendegeneratesintocontent-freetribalwarfare,buttradeisarareexception.Therearesubstantial,thought-outpolicyproposalsonbothsidesoftheargument.C)Consequently,tradeasatopicofdiscussionprovidesanopportunityforliberalsandpopuliststohavearealmeetingofminds.Fruitfuldebatesmightactuallytakeplaceinthisarea,asopposedtothefamiliarritualwe'vebecomeaccustomedtoofcondemnationmetwithcounter-condemnation.D)Strangeasitmightsound,theproblemwithtradeinthemodernworldisn'tamatterofdollarsandcents.It'samatteroffalseconsciousness.ThisobservationisboundtosetMarxistalarmbellsringinginthemindsofsomereaders,butitwasfirstmadebyAlexisdeTocquevillein1840.E)Trackingtheeconomicdevelopmentofmankindfromprimitivetomodernsocieties,Tocquevilleobservedaparadoxunfoldingoverthecenturiesaseconomicrealitiesandhumanexperienceofthoserealitiesstrayedfurtherandfurtherfromeachother.Inprimitivesocieties,henotes,thedivisionoflaborwasasyetundevelopedforthemostpart,requiringeachperson,family,ortribetoberelativelyindependentwhenitcametomeetingtheirownbasicmaterialneeds.Menbuilttheirowndwellings,farmedtheirownland,tendedtotheirownlivestock.Thisisnottodenythatbasicformsoftradetookplace,but,forthemostpart,ourprimitiveancestorslivedfairlyself-reliant,ifcrushinglypoor,lives.F)However,theexclusivelylocalandface-to-facenatureofeconomicandpoliticalorganizationintheancientandprehistoricworldsconstantlyimpressedupontheseprimitivepeoplestheuncontrollablerealityofothersandtheirneeds.AsTocquevillenotes,"assoonasamanbeginstodealwithcommonaffairsinpublic,hebeginstoperceivethatheisnotsoindependentofhisfellowmenashehadfirstimagined,andthatinordertoobtaintheirsupporthemustoftenlendthemhiscooperation".G)Attheadventofthemodernworld,thedivisionoflaborspreadfurtherandfurtherthroughoutsociety.Eachpersonbecamemoreandmoredependentonothersfortheirbasicneeds.Andyet,robbedoftheengagementwithourneighborsandwithourlocalcommunitiesthatourancestorswereforcedintobycircumstance,wefeelourselvestobemoreandmoreindependentofoneanother.Aswebecomemoreandmoredependentonothers,webecomelessandlessconsciousofourdependenceonothers.Thisistheparadoxoftradeinthemodernworld.H)Thefalseconsciousnessthatthisparadoxgeneratescauseshavoconthedebateswehaveaboutfreetrade.ThereisscarcelyasinglecommodityinanyAmericanhouseholdthatisn'tdependentforitsmanufactureandsale,throughonesupplychainoranother,onscoresofdifferentpeoplespreadoutacrosstheentireglobe.ButasTocquevillealreadyforesawin1840,wedonotfeeldependentonthesestrangersforourwayoflife.Nosenseofthedependenceofourownmaterialwelfareontheirworkeverstrikesournationalconsciousness.Werarelycontemplatetheglobalizedavenuesoffreetradewithgratitude.I)Therearetworeasonsforthis.Thefirst,toputitbluntly,ismoney.Moneyallowsustopurchasetheworkofotherswithoutgivinganythoughttothemashumanbeings.Unlikeourancestorsintheirprimitivetownships,werarelyhavetomeetface-to-facethepeoplewho'veinvented,built,shipped,orsuppliedourgoods.Norelationshiphastobebuiltbeforeanexchangecantakeplace.Simplyagreeonaprice,andyoucanhaveanygoodsyouwishwithouttakingasecondthoughtforthehumanbeinginvolvedontheothersideofthetransaction.Inthisway,moneymakesusfeelmoreindependentthanweactuallyare.Eachofussensestheholdthatithasoverourfellows.Weknowthatifwebidhighlyenoughwecanbuyourselvesoutofthetime-consuminglaborofbuildingrelationships.Moneyiskindoflikemagicinthatway.Itgivesusasetofritualstoperformandpromisesthatifwedosowe'llbeabletowieldpoweroverothers.Theillusioniscreatedthathavingenoughmoneytobuysomethingistheequivalentofknowinghowtomakeityourself.Gratitudefortheanonymousmenandwomenwhomakeupthesupplychainrarelymakesitswayintoourconsciousness.J)Anonymity,infact,isthesecondrootcauseofthefree-tradeparadox.Modernityhasemancipatedeveryonefromthelimitsoflocationandcommunity.Byandlarge,whenwetrade,wetradewithstrangers;whenwevote,wevoteforstrangers;whenwewatch,read,orlistentostories,thetellersofthetalesarestrangers.AsopposedtotheancestorsTocquevillecomparesusto,wedonotknowthepeoplewithwhomwehavetodo,ineithertheeconomicorthepoliticalsphere.Thisissimplytheshadowsideofthemiracleofmarkets,which,forthefirsttimeinhistory,haveallowedstrangerstolookaftereachother.They'vealsoallowedeachofustolivemoreandmoreofourlivesexclusivelyasstrangerstootherpeople.ThisishowTocqueville-ratherpessimistically-describesus:Each,standingapart,islikeastrangertothedestinyofothers;hischildrenandpersonalfriendsformingforhimtheentirehumanrace.Asfortheremainderofhisfellowcitizens,heisbesidethem,buthedoesnotseethem.Hetouchesthem,buthedoesnotfeelthem.Heexistsonlyinandforhimself.K)Thelastsentencebutoneisasaptasummaryasonecouldhopetocomebyofhoweachofusfunctionsinthemoderneconomy:"Hetouchesthem,buthedoesnotfeelthem".L)Thisisthegreatestchallengefacingdefendersoffreetrade.It'sexceedinglydifficultforhumanbeingstofeelgratitudetowardstrangers,andtheglobalmarketplacethathasmadeussorichhasalsomadeusstrangerstooneanother.Ourbrainsarehardwiredfortriballife,andtribesdonottakekindlytostrangers.Impressingasenseofdependenceuponandgratitudetowardforeignstrangersisthereforeanuphilltask.M)Iffree-tradersaregoingtowinpolicyargumentsinthefuture,they'llhavetofindawayofforgingbondsofaffectionbetweenAmericanconsumersandforeignproducers.Onlybyde-anonymizingthemenandwomenwhosupplyuswiththegoodsandservicesweenjoyfromoverseasandbycreatingasenseofsolidarityandrelationshipacrossbordersthattranscendseconomicinterestcanfreetradewintheday.Otherwise,theinbornbiologicalupperhandthatprotectionistshaveintheformofnationalistsolidarityisboundtowinthedayattheballotbox.36.Peoplebecamemoreandmorereliantonothersforbasicneedsastheyenteredthemodernworldeventhoughtheymightfeellessso.37.Onthetopicoftrade,productivedebatesmightbepossible,incontrasttothefamiliarmutualcondemnationindiscussingotherissues.38.Wefeelgreaterindependencethanweactuallypossessbecausemoneyallowsustobuythingswithoutbuildinganyrelationships.39.Thetroublewithtoday'stradestemsfrommisconceptionsratherthanmoney.40.Fortheirargumentstoprevail,advocatesoffreetrademusttrytoforgebondsofaffectionbetweenconsumersathomeandproducersoverseas.41.AccordingtoTocqueville,unlikeourancestors,weandthepeoplewedotradewitharestrangerstoeachother.42.Inprimitivesocieties,peoplehadtorelymostlyonthemselvestomeettheirpersonalneeds.43.FewcommoditiesinAmericanhomesarenotreliantonpeopleabroadintheprocessofmanufactureandsale.44.Protectionistsargueagainstfreetradebyreferringtothelossessufferedbydomesticproducersandcommunities.45.Itisextremelyhardtomakepeoplefeeldependentonandgratefultostrangersoverseas.SectionC.Directions:Thereare2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA),B),C)andD).YoushoulddecideonthebestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.PassageOne.Questions46to50arebasedonthefollowingpassage.Therearehundredsofpersonalityquizzesonlinethatasserttheycanascertainwhethertherightorlefthalfofyourbrainisdominant.Left-brainedpeoplearesupposedlylogicalandexcelatlanguageandmathwhileright-brainedpeoplearemoreimaginative,emotionallyintelligentandskilledwithspatialreasoning.There'sjustoneproblem:That'snothowbrainswork.Popularscienceenthusiastssortoftookthisideaandranwithit,andit'sbecomewoveninpopularculturenow,andit'snotgoingaway.Despitethisenduringbelief,there'snosuchthingasbeing"right-brained"or"left-brained".Whetheryou'resomeonewhotendsmoretowardscreativityorlogichasnothingtodowithonehemisphereofyourbrainbeingdominantovertheother.Buttheactualscienceofhowthetwohalvesofourbrainsworktogetherissometimesstrangerthanfiction.Thehumanbrainisdividedintotwohemispheres,theleftandright.Inallvertebrate(脊椎的)animals,therighthemispherecontrolstheleftsideofthebodyandviceversa.Andscientistshavelongknown,thankstothebehaviorsofpatientswhosufferedbraininjuries,thatdifferentareasofthebraindodifferentthings.Butmanyscientistsstruggledwiththisidea,becausetheverysuggestionthattheleftandrighthalvesofthebrainoperatedifferentlydisruptedtheideathatnaturetendstowardperfectsymmetry.Workbyneuroscientists(神經(jīng)科學(xué)家)hasrevealedtheimportanceofdifferenthemispheresofthebrainfordifferentactivities.However,theirresearchquicklysawsomemisinterpretationsinthegeneralpublic:Somepresumedcreativepeoplemustberight-brainedandlogicalpeopleleft-brained.Itisproventhatnotonlyispersonalityunrelatedtothedifferenthalvesofthebrain,butpeoplearen'treallyright-orleft-brainedtobeginwith.Theideathatwehaveleft-dominantpeopleandright-dominantpeople,andthatthisisrelatedtopersonality,iscategoricallyfalse.That'sneverbeensupportedintheneurosciencecommunity.Neuroscientistsdon'tbelievethatandneverhave.Whatscientistslearnedisthattherearereallyimportantdifferencesbetweenthelefthemisphereandtherighthemisphere.It'sjustthattheyhavenothingtodowithpersonalityorwhethercognitivestrategyismorelogicalorfreespiritedorcreative.Whileresearchershaveshownthelimitationsofhowthehemispheresofourbrainsinfluenceourlives,it'snotdifficulttounderstandtheappealofsuchideas.Peopleareendlesslyfascinatedbythemselvesandtheirfriends,andthesubtledifferencesinhowpeoplethinkabouttheworldarereallymeaningfultothem.Whenyoucomeupwithanonlinequizthattellsussomethingaboutourselves,we'redrawntothat.It'sirresistible.Butyouhavetotakeitwithanenormousgrainofsalt.46.Whatdonumerouspersonalityquizzesonlineclaimtheyareabletodo?A)Distinguishbetweenthetwohemispheresofone'sbrain.B)Determinewhetheroneisleft-brainedorright-brained.C)Tellifoneismoreofalinguistorofamathematician.D)Ascertainhowone'sbrainperformsdifferenttasks.47.Whatdoestheauthorsayissometimesstrangerthanfiction?A)Howonehemisphereofthebrainimpactscreativity.B)Howthetwohalvesofourbrainsworkalternately.C)Howthetwohemispheresofourbrainscooperate.D)Howonehalfofthebraindominatestheother.48.Whydidmanyscientistshavedifficultyendorsingtheideathatdifferentareasofthebraindodifferentthings?A)Itcontradictstheassumptionthatthetwohemispheresofthebrainaresymmetrical.B)Itdismissestheviewthattheuniversehasbeenevolvinginaconsistentmanner.C)Itisinconflictwiththesuggestionthattheleftandrighthalvesofthebrainworktogether.D)Itdisruptstheideathattherighthemisphereofthebraincontrolstheleftsideofthebody.49.Whatbeliefhaveneuroscientistslongrejectedaccordingtothepassage?A)Thereareleft-dominantpeopleandright-dominantpeoplewithdifferentpersonalities.B)Therearenoticeabledifferencesbetweentheleftandrighthemispheresofthebrain.C)One'spersonalityishardlyrelatedtothedifferenthalvesofthebrain.D)Differentareasofthebrainareresponsiblefordifferentactivities.50.Whatareweadvisedtodowithanonlinequizthattellsussomethingaboutourselves?A)Challengeitsauthority.B)Scrutinizeitsoriginality.C)Evaluateitspopularity.D)Questionitsreliability.PassageTwo.Questions51to55arebasedonthefollowingpassage.Onehundredthirty-fivestudents,fourteachers,onegiantclassroom:Thisiswhat9thgradelookslikeatWestwoodHighSchool,inMesa,Arizona'slargestschoolsystem.There,aninnovativeteachingmodelhastakenhold,andisspreadingtootherschoolsinthedistrictandbeyond.Fiveyearsago,facedwithhighteacherturnoveranddecliningstudentenrollment,Westwood'sleadersdecidedtotrysomethingdifferent.WorkingwithprofessorsatArizonaStateUniversity'steacherscollege,theypilotedaclassroommodelknownasteamteaching,whichallowsteacherstodissolvethewallsthatseparatetheirclassesacrossphysicalorgradedivides.Theteacherssharelargegroupsofstudents—sometimes100ormore—androtatebetweengroupinstruction,one-on-oneinterventions,smallstudygroups,orwhatevertheteachersasateamagreeisaprioritythatday.Whatlooksattimeslikechaosisinfactacarefullyorchestratedplan:Eachmorning,theWestwoodteamsmeettohammeroutapersonalizedprogramforeverystudenttheteamwillfocusonthatday.Bygivingteachersmoreopportunitytocollaborate,Mesa'sadministratorshopedtofillstaffinggapsandboostteachermoraleandretention.Initialresearchsuggeststhegamblecouldpayoff."Teachersaredoingfantasticthings,butit'sveryrareateacherwalksintoanotherroomtoseewhat'shappening,"saidAndiFourlis,superintendentofMesaPublicSchools,"Ourprofessionissoslowtoadvancebecauseweareworkinginisolation".Ofcourse,overhaulingteachingapproachescan'tfixallthefrustrationsteachershave,suchaslowpay,butearlyresultsfromMesashowteamteachingmaybehelpingtoreverselowmorale.Inasurveyofhundredsofthedistrict'steachers,researchersfoundthosewhoworkedonteamsreportedgreaterjobsatisfaction,morefrequentcollaborationswithcolleagues,andmorepositiveinteractionswithstudents.Anotherbenefitofteams,teacherssay,isthattheycanhelpeachotherimprovetheirinstruction.Duringoneplanningsession,EnglishteacherJeffHallsharedaperformanceappraisalwithascienceteacher:Herrecentlectureonsomethingshecalled"thecentraldogmaofbiology"hadbewilderedhimandtheirotherteammates."Ifthescienceistooconfusingforme,canyouimaginethefrustrationyoufeelaskids?"Hallsaid.Butthescienceteacher,hesaid,wouldn'thaveknownabouttheconfusiononherown.Themodelisnotforeveryone.Someteachersapproachedaboutvolunteeringforateamhavesaidtheyprefertoworkalone.Teamteachingcanalsobeaschedulingnightmare,especiallyatschoolslikeWestwoodwhereonlysomestaffworkinteams.Therearealsothornyquestionslikehowtoevaluatefourteachersontheperformanceof135students.Butforthetimebeing,itseemstobeworking.51.Whatdowelearnaboutteamteachingfromthepassage?A)Itisgenerallyconductedinclassroomswithoutwalls.B)Itallowsstudentstochooseteacherstheyfavormost.C)Itprioritizespeerworkoverclassroominstruction.D)Itiscloselycoordinateddespiteseemingconfusion.52.WhatdoesinitialresearchsuggestregardingWestwood'sinnovativeteachingmodel?A)Itcouldhelpraiseteachers'pay.B)Itcouldturnouttobeasuccess.C)Itcouldcutdownoverallcosts.D)Itcouldenduplikeagamble.53.WhatdidsuperintendentAndiFourlissayabouttheteachingprofession?A)Moralecannotbeboosteduntilteachingmodelsareoverhauled.B)Teachersaresimplytoobusytovisitclassesoftheircolleagues.C)Progressisslowduetolackofcollaborationamongteachers.D)Teachersoftendofantasticthingswithoutbeingnoticed.54.WhatdoestheauthorwanttoshowbycitingEnglishteacherJeffHall'sexperience?A)Englishteachersandscienceteachersarecomplementaryinperformingtheirtasks.B)Ateacherofartsandlettersiscompletelypuzzledbywhata