The ringing of the phone runs through my head，telling me someone needs help．I pick it up and 1   the routine．“Teen Lifeline，this is Amber．”About 45 minutes later I hang up，feeling pleased because I’ve   2  another teen．Volunteering at Teen Lifeline has helped me realize how to deal with my own   3  and help others．

“My mom is always fighting with me．1 want to run away．”Some teens feel their   4  is a prison，rather than a place of shelter and safety．They feel parents are only there to make their lives 5 ．We try to help the teens realize the danger they could be in   6  giving them advice．All we can do is to ask questions．We also try to  7  where the teens would go and how they would survive，We give them a phone number if they   8  don t want to live in their “prison” ．

“I don’t want to   9 any more”is something we hear，mad suicide calls are some of the hardest to   10  ．We try to discover why they want to take their lives and how   11  they are by asking them to rate it on a scale of one to ten．One means they are  12  suicide but haven’t decided how，and ten means they are always thinking about it and have a   13  ．We ask them to make a promise that they will not hurt   14  ．And sometimes we ask for their telephone numbers   15  we can call back to make sure that they are okay．

Although many calls are about relatively   16  problems，volunteering at Teen Lifeline has helped me realize I'm not the   17  person with problems，and has taught me how to   18 with my heart．I have made a   19  and saved many lives-possibly even my own，  20  ．

1．A．set                        B．start                    C．change                   D．stop

2．A．contacted              B．known                 C．helped                    D．forgiven

3．A．decisions               B．opinions               C．disadvantages         D．problems

4．A．home                    B．school                 C．bedroom                D．classroom

5．A．ideal                      B．unusual                C．terrible                   D．happy

6．A．for                        B．by                       C．besides                  D．without

7．A．insist on                B．advise on             C．find out                  D．set aside

8．A．even                      B．still                      C．almost                 D．mostly

9．A．study                    B．1ive                     C．call                      D．1isten

10．A．carry out             B．make up               C．believe in              D．deal with

11．A．serious                 B．curious                C．nervous                 D．ashamed

12．A．accepting              B．objecting              C．considering            D．performing

13．A．question               B．doubt                   C．purpose                 D．plan

14．A．the other              B．the rest                C．themselves             D．ourselves

15．A．in case                 B．so that                 C．if                         D．when

16．A．small                   B．important             C．normal                   D．typical

17．A．very                    B．only                     C．exact                     D．specific

18．A．1isten                  B．see                      C．1earn                     D．write

19．A．decision               B．choice                 C．promise                 D．difference

20．A．however              B．though                 C．instead                  D．too

Tired of telling students to ask questions and to think about what they were doing, Damien Hynes, a high school geography teacher in Australia, decided to do an experiment to test what he had long been thinking.He wrote some well-organized nonsense （something untrue） on the blackboard.The students simply copied it but very few asked any questions.This shows that students are willing to believe anything given by teachers.The story is repeated in support of the Project for Enhancing Effective Learning （PEEL）.
PEEL was carried out by some teachers and researchers in Melbourne who had concluded that normal teaching methods seldom achieve their intended goals; what the teachers think they are teaching is one thing and what the students actually learn is something else.Students’ lack of an over-all view of learning goals and their concentration on test scores make them see each lesson as a separate activity.
Researchers realized that many students do not come into class empty-headed but have their own explanations of how the world works.Their own ideas can remain important to them even when they differ from scientific explanations that are learned later.In fact such ideas are hardly affected by traditional teaching.Students accept the teacher’s scientific explanation, but do not drop their own.They simply keep both and use them practically: in a class test, they copy the teacher’s idea, but in real life they use their own.
Clearly what was needed was to make students understand their learning process（过程）, and this is what the PEEL teachers set out to deal with.On the surface,（表面） a class being taught by PEEL methods only differs from an ordinary class in being a little noisier, because more people are talking.But there are some meaningful changes.Students are given much more time to express their views, and teachers don’t make immediate judgment.The students are allowed to guide what is done in class and their own ideas are always respected.This draws their attention to the actual learning process, and they become responsible for their own progress.

1. 1.

   The aim of Hynes’ experiment was to ______.

   1. A.
      show that students didn’t think about what they learnt
   2. B.
      prove the effectiveness of the project known as PEEL
   3. C.
      test students’ general knowledge about geography
   4. D.
      encourage students to ask more questions in class
2. 2.

   Why did some teachers and researchers carry out PEEL?

   1. A.
      To ensure teachers do scientific work.
   2. B.
      To help students get higher test scores.
   3. C.
      To find the differences between what is taught and learnt.
   4. D.
      To help normal teaching methods achieve their goals.
3. 3.

   An important difference between PEEL and non-PEEL classes is that in the PEEL classes ______.

   1. A.
      the teacher does not give the usual scientific explanations
   2. B.
      students always have their own knowledge of the subject
   3. C.
      more attention is paid to the students’ own ideas
   4. D.
      the best explanations are given by the students
4. 4.

   What is Damien Hynes？

   1. A.
      He is a teacher who teaches geography in a high school in Australia
   2. B.
      He is a geography teacher and a researcher in Australia
   3. C.
      He is a teacher teaching geography in a high school in Austria
   4. D.
      He is a high school geography teacher in Austria.