2013届高考牛津英语专题复习训练六.docVIP

专题训练卷(六) 　　　　　　　　　 　　 (1)(13 min.) (长郡中学2012届高三第五次月考试题) D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests. Gaul, with about 170 seventh and eighth graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasnt always been a top priority for families who have worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance. Since 2002, Gauls students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork — and sparks motivation for learning. Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, theyre reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war. Team teaching isnt unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four or five person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by “looping” classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. “It also”， says teacher Beth Ahlholm, “allows us to build an excellent relationship with parents.” Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see i