Six years into my teaching career, I was in a middle school. I taught a _______ of students two years in a row, _______ both English and Social Studies. Though I didn’t teach them the following year, I heard _______ about this group; I heard they were not prepared to _______assignments and to cooperate. At the end of this group’s graduating year, my headteacher asked me to _______ a summer course for a small group of these rising ninth graders, who had received _______ grades in their English and Social Studies classes.

I developed a _______ called “African Knowledge and Action for Sustainable Development”. Students were required to analyze ten African-American literary works,_______seven intellectually (智力上) stimulating nature field trips, _______ hands-on science experiments, ________ a fifteen-page research paper and defend their paper to a distinguished panel.

We ________ on weekdays and weekends, walking throughout neighborhoods, conducting experiments outside,   ________ public transportation and walking miles on some days. When students became ________, I called them, sent encouraging texts and went to their ________ to pick them up. Despite those who believed I was ________ for having such high expectations for these students, in just six weeks my summer school students ________ these lofty (极高的) goals!

That summer we ________ ourselves, and applied our knowledge to real-life problems. More ________, that summer I ________ those rising ninth graders that they were not those failing grades and they were ________ of doing everything they desired.