LIKE many teachers, Cristi Derow and Jennifer Bradley have spent most of their careers giving classroom lectures to students who sat passively in their seats.

   The Lewisvillle, Texas, school teachers were aware that the hours they spent on preparing lessons were too often wasted on many students. So Forestwood High School, Texas, used the “flipped (翻转的) classroom” method of instruction. “We’ve completely done away with our lecture,” Derow said. And homework assignments “are all done in class,” Bradley said.

   With the flipped concept, a student’s usual homework assignment is to watch pre-recorded lectures on their computers or smart phones.They walk into class ready to discuss the topic, collaborate(合作) with other students and work on assignments based on what they learned from the video. Free from lecturing, the teachers can use class time to look deeper into the subject and focus on difficult concept. As students change from a passive to an active role, they learn critical thinking skills, learn to collaborate and become independent learners.

Instead of doing homework assignments alone at home, students are now “working together, talking about it,” Bradley said. “If they don’t agree on an answer, they debate it and have to justify their answers. It’s a higher level of learning.”

Her students give the flipped classroom high marks.

Sarah Lee, 14, watches the 30-minute videos on a home computer. She likes the ability to rewind the tapes if she doesn't understand a concept. She also likes being able to watch the lessons on her own schedule.

 One of her classmates, Dawson Depperschmidt has the same idea and thinks the time she spends in the classroom is more productive. “It gives us more time to learn at school,” Dawson said. “You get more in-depth in class.

1.What can we conclude from the first two paragraphs?

A. Teachers in Lewisville enjoyed giving classroom lectures.

B. It takes time for students to concentrate and understand in class.

C. Many students took an inactive part in lecture-style classes.

D. Teachers in Lewisville found that there was no need to prepare lessons.

2.What difference does the “flipped classroom”method make to students?

A. They have more arguments with classmates.

B. They have to be independent and cooperative.

C. They need to do more homework at home.

D. They have to prepare lectures by themselves.

3.What does the underlined word “productive” mean?

A. reducing difficulties         B. trying new methods

C. achieving a lot              D. causing troubles

4.What are the benefits of the “flipped classroom” method?

a. Teachers have time to solve deeper problems

b. Students are engaged in a higher level of learning.

c. Students study according to their own schedule.

d. Teachers don’t have to design homework for students

A. a, b, c,    B. a, c, d     C. b, c, d    D. a, b, d

LIKE many teachers, Cristi Derow and Jennifer Bradley have spent most of their careers giving classroom lectures to students who sat passively in their seats.
The Lewisvillle, Texas, school teachers were aware that the hours they spent on preparing lessons were too often wasted on many students. So Forestwood High School, Texas, used the “flipped (翻转的) classroom” method of instruction. “We’ve completely done away with our lecture,” Derow said. And homework assignments “are all done in class,” Bradley said.
With the flipped concept, a student’s usual homework assignment is to watch pre-recorded lectures on their computers or smart phones.They walk into class ready to discuss the topic, collaborate(合作) with other students and work on assignments based on what they learned from the video. Free from lecturing, the teachers can use class time to look deeper into the subject and focus on difficult concept. As students change from a passive to an active role, they learn critical thinking skills, learn to collaborate and become independent learners.
Instead of doing homework assignments alone at home, students are now “working together, talking about it,” Bradley said. “If they don’t agree on an answer, they debate it and have to justify their answers. It’s a higher level of learning.”
Her students give the flipped classroom high marks.
Sarah Lee, 14, watches the 30-minute videos on a home computer. She likes the ability to rewind the tapes if she doesn't understand a concept. She also likes being able to watch the lessons on her own schedule.
One of her classmates, Dawson Depperschmidt has the same idea and thinks the time she spends in the classroom is more productive. “It gives us more time to learn at school,” Dawson said. “You get more in-depth in class

1. 1.

   What can we conclude from the first two paragraphs?

   1. A.
      Teachers in Lewisville enjoyed giving classroom lectures
   2. B.
      It takes time for students to concentrate and understand in class
   3. C.
      Many students took an inactive part in lecture-style classes
   4. D.
      Teachers in Lewisville found that there was no need to prepare lessons
2. 2.

   What difference does the “flipped classroom”method make to students?

   1. A.
      They have more arguments with classmates
   2. B.
      They have to be independent and cooperative
   3. C.
      They need to do more homework at home
   4. D.
      They have to prepare lectures by themselves
3. 3.

   What does the underlined word “productive” mean?

   1. A.
      reducing difficulties
   2. B.
      trying new methods
   3. C.
      achieving a lot
   4. D.
      causing troubles
4. 4.

   What are the benefits of the “flipped classroom” method?
   a. Teachers have time to solve deeper problems
   b. Students are engaged in a higher level of learning.
   c. Students study according to their own schedule.
   d. Teachers don’t have to design homework for students

   1. A.
      a, b, c,
   2. B.
      a, c, d
   3. C.
      b, c, d
   4. D.
      a, b, d

Have you ever heard about “cyberbullying”? This is a new kind of bullying. Teenage cyberbullies post lies and hateful things about other young people on the Internet in order to embarrass them and make them feel bad.

It is getting to be a serious problem, and it is spreading very fast. The victims don't want to go out or go to only school and avoid talking to everyone because they worry that people have already seen the lies on the Internet.

Teenagers bully other teenagers online, by sending insults or threats（侮辱或威胁）directly to them in emails or instant messages. Also, they spread hateful comments about a person through e-mail, instant messaging, or by posting on blogs or Web sites teenager often read.

A teenage student from Canada was physically bullied for years. Finally, people began to bully him online too, sending him hateful e-mails telling him no one liked him. He didn't know how to get away from the bullies, so he left school and isolated（隔离）himself from everyone.

Another example is when a group of middle school students bullied a teenage girl and started sending her unpleasant messages about her physical appearance. They called her names online and said many things to hurt her. She was very badly emotionally wounded.

Some parents, teachers, and other adults are trying to stop it by talking to victims they know about. If victims can talk about these problems with someone, they can find ways to deal with cyberbullying.

Parents of students need to check and see what their children are doing online. If they see their children bullying someone online, they need to help their children understand that they are seriously hurting their victims and see that it is wrong.

Recently I read that thousands of students and teachers in Michigan attended a conference about stopping bullying. They all worked together and discussed ways to stop bullying in their schools.

1.Cyber bullying is__________.

    A. a kind of net cheat and jokes                  B. a way of telling lies merely

C. an online insult or threat                         D. a new method of grading

2.What can we learn about the two teenagers mentioned in Paragraphs 4 and 5?

A. They both suffered from online hateful insults.

B. They were both physically bullied for years.

C. They both had to leave school for a while.

D. They were both bullied by their classmates.

3.Cyberbullying can’t possibly arise_________.

   A. so long as schools don’t give free access to the Internet

   B. if teachers charge the students with adequate schoolwork

   C. if cyber users raise their awareness of their respect for others

   D. if parents are strict enough with their children in their online time.

4.Which of the following points is included in this passage?

   A. Many effective ways have been performed to stop cyberbullying.

   B. Some victims are both physically and emotionally insulted.

   C. Most teenage cyberbullies have realized its seriousness.

   D. Parents of the cyberbullies should be responsible for the bullying.

5.What can you learn from the passage?

   A. Cyberbullying has been under control.

   B. The influence of Cyberbullying is getting around fast.

   C. Teenagers mean no harm by cyberbullying.

   D. Victims are ready to turn to other people for help.

Learning to Accept

    I learned how to accept life as it is from my father.   36   , he did not teach me acceptance when he was strong and healthy, but rather when he was   37   and ill.

    My father was   38   a strong man who loved being active, but a terrible illness   39   all that away. Now he can no longer walk, and he must sit quietly in a chair all day. Even talking is   40  . One night, I went to visit him with my sisters. We started   41   about life, and I told them about one of my   42  . I said that we must very often give things up   43 we grow—our youth, our beauty, our friends—but it always   44   that after we give something up, we gain something new in its place. Then suddenly my father   45   up. He said, “But, Peter, I gave up   46  ! What did I gain?” I thought and thought, but I could not think of anything to say.    47   , he answered his own question: “I   48   the love of my family.” I looked at my sisters and saw tears in their eyes, along with hope and thankfulness.

    I was also   49   by his words. After that, when I began to feel irritated (恼怒的) at someone, I   50   remember his words and become   51  . If he could replace his great pain with a feeling of love for others, then I should be   52   to give up my small irritations. In this   53  , I learned the power of acceptance from my father.

    Sometimes I   54   what other things I could have learned from him if I had listened more carefully when I was a boy. For now, though, I am grateful for this one   55   .

36. A. Afterwards         B. Therefore         C. However         D. Meanwhile

37. A. tired                  B. weak                C. poor                 D. slow

38. A. already                     B. still                 C. only                 D. once

39. A. took                 B. threw               C. sent                         D. put

40. A. impossible          B. difficult            C. stressful            D. hopeless

41. A. worrying                   B. caring              C. talking             D. asking

42. A. decisions                   B. experiences       C. ambitions         D. beliefs

43. A. as                      B. since                       C. before              D. till

44. A. suggests                    B. promises           C. seems               D. requires

45. A. spoke                B. turned              C. summed          D. opened

46. A. something          B. anything           C. nothing            D. everything

47. A. Surprisingly       B. Immediately    C. Naturally          D. Certainly

48. A. had                    B. accepted           C. gained              D. enjoyed

49. A. touched                     B. astonished         C. attracted           D. warned

50. A. should                      B. could               C. would              D. might

51. A. quiet                  B. calm                C. relaxed             D. happy

52. A. ready                B. likely                      C. free                         D. able

53. A. case                   B. form                C. method             D. way

54. A. doubt                B. wonder             C. know               D. guess

55. A. award                       B. gift                         C. lesson               D. word