The professor says “It’s true, my personal feeling is that children should stay in one school．Our findings are based on research and not on any personal feelings that I or many assistants may have on the subject.”

    Captain Thomas James, an Army lecturer for the past 20 years and himself a father of two, said, “I’ve never heard such rubbish．Taking me for example, no harm is done to the education of my children who change schools regularly—if they keep to the same system, as in our Army schools．In my experience—and I’ve known quite a few of them—Army children are as well-adjusted as any others, if not more so．What the professor doesn’t appear to appreciate is the fact that in such situations children will adapt(适应) much better than grown-ups.”

    When this was put to Professor Martin, he said that at no time had his team suggested that all such children were backward or mentally affected in some way, but simply that in their experience there was a dear tendency(倾向)

    “Our findings show that while the very bright child can deal with regular changes without harming his or her general progress in studies, the majority of children suffer from constantly having to enter a new learning situation.”

1．Professor Martin’s report suggests that ________.

A．it may not be good for children to change schools too often

B．parents should not move around the country

C．children are now making slow progress

D．more and more children are mentally affected

2．According to the passage, Professor Martin’s personal feeling ________.

A．is the opposite of what his report has shown

B．is in a way supported by his research

C．has played a big part in his research

n．is based on his own experience as a child

3．From the passage, we can conclude that Captain James’s children ________.

A．have been affected by changing schools

B．go to ordinary state schools

C．can get used to the Army school education

D．discuss their education regularly with their father

4． About children and grownups,  Captain James says that children ________.

A．are generally well-adjusted

B．Research divers

C．can adapt much more easily

D．can deal with changes quickly

5．According to Professor Martin, ________ suffer from changing schools regularly.

A．Army children

B．quite a few children

C．bright children

D．few children

Professor Martin’s report says that children who attend a number of different schools, because their parents have to move around the country, probably make slow progress in their studies．There are also signs, says Professor Martin, that an unusually large number of such children are mentally affected.

    The professor says “It’s true, my personal feeling is that children should stay in one school．Our findings are based on research and not on any personal feelings that I or many assistants may have on the subject.”

    Captain Thomas James, an Army lecturer for the past 20 years and himself a father of two, said, “I’ve never heard such rubbish．Taking me for example, no harm is done to the education of my children who change schools regularly—if they keep to the same system, as in our Army schools．In my experience—and I’ve known quite a few of them—Army children are as well-adjusted as any others, if not more so．What the professor doesn’t appear to appreciate is the fact that in such situations children will adapt(适应) much better than grown-ups.”

    When this was put to Professor Martin, he said that at no time had his team suggested that all such children were backward or mentally affected in some way, but simply that in their experience there was a dear tendency(倾向)

    “Our findings show that while the very bright child can deal with regular changes without harming his or her general progress in studies, the majority of children suffer from constantly having to enter a new learning situation.”

1．Professor Martin’s report suggests that ________.

A．it may not be good for children to change schools too often

B．parents should not move around the country

C．children are now making slow progress

D．more and more children are mentally affected

2．According to the passage, Professor Martin’s personal feeling ________.

A．is the opposite of what his report has shown

B．is in a way supported by his research

C．has played a big part in his research

n．is based on his own experience as a child

3．From the passage, we can conclude that Captain James’s children ________.

A．have been affected by changing schools

B．go to ordinary state schools

C．can get used to the Army school education

D．discuss their education regularly with their father

4． About children and grownups,  Captain James says that children ________.

A．are generally well-adjusted

B．are usually less experienced

C．can adapt much more easily

D．can deal with changes quickly

5．According to Professor Martin, ________ suffer from changing schools regularly.

A．Army children

B．quite a few children

C．bright children

D．few children

Professor Martin’s report says that children who attend a number of different schools, because their parents have to move around the country, probably make slow progress in their studies．There are also signs, says Professor Martin, that an unusually large number of such children are mentally affected．

    The professor says, “It’s true, my personal feeling is that children should stay in one school． However, our feelings are based on research and not on any personal feelings that I or my assistants may have on the subject．”

    Captain Thomas James, an Army lecturer for the past 20 years and himself a father of two, said, “I’ve never heard such rubbish．Taking me for example, no harm is done to the education of my children who change schools regularly ------ if they keep to the same system, as in our Army schools． In my experience ------- and I’ve known quite a few of them ------- Army children are as well-adjusted as any others, if not more so． What the professor doesn’t appear to appreciate is the fact that in such situations children will adapt much better than grown-ups．”

  When this was put to Professor Martin, he said that at no time had his team suggested that all such children were backward or mentally affected in some way, but simply that in their experience there was a clear tendency．

    “Our findings show that while the very bright child can deal with regular changes without harming his or her general progress in studies, the majority of children suffer from constantly having to enter a new learning situation．”

1．Professor Martin’s report suggests that _____．

A．it may not be good for children to change schools too often

B．parents should not move around the country

C．children are now making slow progress

D．more and more children are mentally affected

2．From this passage, we can conclude that Captain James’ children ______．

A．have been affected by changing schools

B．go to ordinary state school

C．can get used to the Army school education

D．discuss their education regularly with their father

3．About children and grown-ups, Captain James says that children ______．

A．are generally well-adjusted

B．are usually less experienced

C．can adapt much more easily

D．can deal with changes quickly

4．According to Professor Martin, _____ suffer from changing schools regularly．

    A．army children                     B．quite a few children

C．bright children                    D．few children

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