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1 Introduction
“Flipped classroom” teaching model has become the focus of global education，but design and splice issued of activities before，during and after class in “flipped classroom” are rarely reported.For the critical issue of the implementation of “flipped classroom model”，this article explores “flipped classroom model” and verifies the effects of this teaching model in practice on the basis of the existing resources and activities of a video from England TV show.Moreover，this teaching model in the paper achieves knowledge expanding through arranging pre-class clearance tasks，in class typical tasks and post-class expanded tasks.
2 Flipped Classroom
2.1 What is Flipped Classroom
A flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content，often online，outside of the classroom.Compared with traditional teaching methods，flipped classroom has the following characteristics：
[Learn new knowledge in class] [Do homework and discuss in class] [Traditional classroom][Flipped classroom][Do homework at home] [Learn new knowledge at home]
In short：1.What？Homework replaced by lecture.2.Why？More time for critical thinking，problem solving，and inquiry during class.3.How？Tab casting：combining tablets and screen casting to deliver writing and voice to students online.
2.2 Key components of the Flipped Classroom
Flip teaching is used as an umbrella term to cover （almost） any form of teaching that replaces homework with prerecorded lectures and class time with practical work.Many educators are experimenting with different approaches to the flipped classroom model.However，in every flipped classroom approach，there are two key components：educational technology and active learning.
3 Course design and practice
3.1 Teaching theme and material
Take a British talent show Shadow Dance as a material for an audio-visual course to explore the feasibility of Flipped classroom.
3.2 Teaching objectives
By means of the course learning，provide students opportunity to learn and understand the tragedy of the war，and enhance students’ consciousness of anti war.Guiding students to reflect on China’s history of the war，do not forget national humiliation，in order to stimulate students to pursue peace.
3.3 Participants
Choose one class of freshmen in English major from TJXU.（about 25 students）.They were chosen because they had just graduated from high school and had a relatively good background in history study，and have a better understanding or memory of historical knowledge. 3.4 Main implementation process and method
3.4.1 Before-class stage
Set up the “English audio-visual discourse discussion group”，which is used to organize students’ research on relevant links，release learning materials after class and give feedback on problems in the learning process.In order to ensure that every student can receive the learning task，25 students are divided into 5 groups and selected as the group leader.
Task 1：Send the video to the group chat before the class，and ask students to answer the following questions：①Which country did the story take place？②How many landmarks are there？What are they？③Can you find any other marks in video？④What does the video tell you？⑤How much you know about the Middle East？（ students can search the internet for the information they are interested in，such as，culture，economy，history or the conflict ）.
3.4.2 During-class stage
At the beginning of the class，watch the video again and one person in each group was drawn out to answer the question.Then，publish the correct answer.
The U.K.There are four landmarks：Stonehenge，London bridge，Big Ben，London Eye （they all implies the location）。Camel，Palm tree （which implies it happened in a tropical country in Middle East area）；there also some regional symbol like：Church，Cross，Tomb （which can link students sociocultural knowledge with the video，help them process the information they got from the video）.
The five groups discussed separately，and each group was assigned to speak and exchange information from video.Summarize all the questions and guesses raised by the students.Then，take the students through video again.
Task 2：Provide students 5 minutes to think about the theme of the video，and outline the clues to the development of the story，ask group students to use whole sentence to express their thinking.
Theme of the story：against the war.
Story line：①Beginning：a young couple fell in love；②Development：they got married happily；③Climax：the man （husband） joined the army，they were separated by the war，and he died bravely；④End：woman （wife） took their daughter to the cemetery.
Task 3：Expansion
Ask students think about these two questions：①what’s your opinion on the war？②Do you heard any news or story about the war （the Middle East area）？With these questions，expand the students’ knowledge of the war in the Middle East area.
First of all，ask students what information about the Middle East did they get before the class.（ question 5） Secondly，show the map of Middle East to students.And then，list all the names of the country on the map.Mark the English phonetic symbol of each country’s name，like this：Lebanon [’leb?n?n] Egypt [’i：d?ipt] Syria [’si：ri?；’si-].Emphasis the stress of each word，ask students to practice their pronunciation in groups and correct them.
Thirdly，after the pronunciation training，led students to focus on the conflicts happened in Middle East area，list some reasons of the conflicts for students discuss and understand：①abundant petroleum resources；②Shortage of water；③favorable geographical location；④conflict of religious belief.
Task 4：Reflection
Show a picture of a Syria’s child，and watch the music video of Syria’s children，ask students to think about the question：①What did these wars bring to the world？（ Blood，death，hostility，helplessness.） ②What’s your opinion on the war after watched the music video and learned those information？③Do we have to resolve the conflict in a blooding way？
3.4.3 After-class stage
There are few questions for the students to think and discuss：①What’s the basic reason do you think to lead the tragedy？②What’s your opinion on the war happened in China？③If you are the leader of a country，how do you resolve the conflicts？Please write a little passage after class.
4 Conclusion
Flipped Classroom fully embodies the teaching idea of “take the student as the main body，teacher as the leader”，in the learning process，students’ self-learning ability，team cooperation ability and interview skills have increased accordingly，as a teacher，after pass the course of “direct，write and play” also can improve teaching level and increase teacher’s confidence.At the same time，through the curriculum implementation and evaluation，also check out some flaws in the process of curriculum design，which requires more in-depth thinking in terms of teaching model reform and practice constantly.
Last but not least，it is necessary to build an flipped classroom teaching model suitable for China’s national conditions，stimulate students’ interest in learning，realize students’independent learning and cooperative learning，and cultivate students’ ability of creative thinking and critical thinking to become internationally competitive innovation talents.
References
[1]Delozie SJ，Rrhodes M G.Flipped classrooms：A review of key ideas and recommendations for practice[J].Educational psychology review，2016：1-11.
[2]Hurtubise L，Hall E，Sheridan L，et al.The flipped classroom in medical education：Engaging students to build competency[J].Journal of medical education &curricular development，2015，2（2）：35-43.
[3]LAGE M J，TREGLIA M.Inverting the Classroom：A Gateway to Creating an Inclusive Learning Environment[J].Journal of economic education，2000，31（1）：30-43.
[4]Tucker B.The flipped classroom：online instruction at home free class time for learning[J].Education next，2012，12（1）：82-83.
[5]王蕊娟.基于翻轉课堂教学模式的一堂德育课程设计及实践[J].中国科技博览，2015，25.
[6]王亚.职业教育课堂嬗变：翻转课堂的机遇与路径研究[J].职业教育研究，2016，（3）：67.
[7]谢敏，赖妍莉.大数据时代的大学英语创新教学研究——以翻转课堂教学为例[J].赣南师范学院学报，2016（2）：87.
[8]张萍.翻转课堂的理念、演变与有效性研究[J].教育学报，2017，2（1）：46-53.
[9]左宝霞.基于移动终端的微信支持下的高级英语翻转课堂实践探索[J].价值工程，2016：213.
“Flipped classroom” teaching model has become the focus of global education，but design and splice issued of activities before，during and after class in “flipped classroom” are rarely reported.For the critical issue of the implementation of “flipped classroom model”，this article explores “flipped classroom model” and verifies the effects of this teaching model in practice on the basis of the existing resources and activities of a video from England TV show.Moreover，this teaching model in the paper achieves knowledge expanding through arranging pre-class clearance tasks，in class typical tasks and post-class expanded tasks.
2 Flipped Classroom
2.1 What is Flipped Classroom
A flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content，often online，outside of the classroom.Compared with traditional teaching methods，flipped classroom has the following characteristics：
[Learn new knowledge in class] [Do homework and discuss in class] [Traditional classroom][Flipped classroom][Do homework at home] [Learn new knowledge at home]
In short：1.What？Homework replaced by lecture.2.Why？More time for critical thinking，problem solving，and inquiry during class.3.How？Tab casting：combining tablets and screen casting to deliver writing and voice to students online.
2.2 Key components of the Flipped Classroom
Flip teaching is used as an umbrella term to cover （almost） any form of teaching that replaces homework with prerecorded lectures and class time with practical work.Many educators are experimenting with different approaches to the flipped classroom model.However，in every flipped classroom approach，there are two key components：educational technology and active learning.
3 Course design and practice
3.1 Teaching theme and material
Take a British talent show Shadow Dance as a material for an audio-visual course to explore the feasibility of Flipped classroom.
3.2 Teaching objectives
By means of the course learning，provide students opportunity to learn and understand the tragedy of the war，and enhance students’ consciousness of anti war.Guiding students to reflect on China’s history of the war，do not forget national humiliation，in order to stimulate students to pursue peace.
3.3 Participants
Choose one class of freshmen in English major from TJXU.（about 25 students）.They were chosen because they had just graduated from high school and had a relatively good background in history study，and have a better understanding or memory of historical knowledge. 3.4 Main implementation process and method
3.4.1 Before-class stage
Set up the “English audio-visual discourse discussion group”，which is used to organize students’ research on relevant links，release learning materials after class and give feedback on problems in the learning process.In order to ensure that every student can receive the learning task，25 students are divided into 5 groups and selected as the group leader.
Task 1：Send the video to the group chat before the class，and ask students to answer the following questions：①Which country did the story take place？②How many landmarks are there？What are they？③Can you find any other marks in video？④What does the video tell you？⑤How much you know about the Middle East？（ students can search the internet for the information they are interested in，such as，culture，economy，history or the conflict ）.
3.4.2 During-class stage
At the beginning of the class，watch the video again and one person in each group was drawn out to answer the question.Then，publish the correct answer.
The U.K.There are four landmarks：Stonehenge，London bridge，Big Ben，London Eye （they all implies the location）。Camel，Palm tree （which implies it happened in a tropical country in Middle East area）；there also some regional symbol like：Church，Cross，Tomb （which can link students sociocultural knowledge with the video，help them process the information they got from the video）.
The five groups discussed separately，and each group was assigned to speak and exchange information from video.Summarize all the questions and guesses raised by the students.Then，take the students through video again.
Task 2：Provide students 5 minutes to think about the theme of the video，and outline the clues to the development of the story，ask group students to use whole sentence to express their thinking.
Theme of the story：against the war.
Story line：①Beginning：a young couple fell in love；②Development：they got married happily；③Climax：the man （husband） joined the army，they were separated by the war，and he died bravely；④End：woman （wife） took their daughter to the cemetery.
Task 3：Expansion
Ask students think about these two questions：①what’s your opinion on the war？②Do you heard any news or story about the war （the Middle East area）？With these questions，expand the students’ knowledge of the war in the Middle East area.
First of all，ask students what information about the Middle East did they get before the class.（ question 5） Secondly，show the map of Middle East to students.And then，list all the names of the country on the map.Mark the English phonetic symbol of each country’s name，like this：Lebanon [’leb?n?n] Egypt [’i：d?ipt] Syria [’si：ri?；’si-].Emphasis the stress of each word，ask students to practice their pronunciation in groups and correct them.
Thirdly，after the pronunciation training，led students to focus on the conflicts happened in Middle East area，list some reasons of the conflicts for students discuss and understand：①abundant petroleum resources；②Shortage of water；③favorable geographical location；④conflict of religious belief.
Task 4：Reflection
Show a picture of a Syria’s child，and watch the music video of Syria’s children，ask students to think about the question：①What did these wars bring to the world？（ Blood，death，hostility，helplessness.） ②What’s your opinion on the war after watched the music video and learned those information？③Do we have to resolve the conflict in a blooding way？
3.4.3 After-class stage
There are few questions for the students to think and discuss：①What’s the basic reason do you think to lead the tragedy？②What’s your opinion on the war happened in China？③If you are the leader of a country，how do you resolve the conflicts？Please write a little passage after class.
4 Conclusion
Flipped Classroom fully embodies the teaching idea of “take the student as the main body，teacher as the leader”，in the learning process，students’ self-learning ability，team cooperation ability and interview skills have increased accordingly，as a teacher，after pass the course of “direct，write and play” also can improve teaching level and increase teacher’s confidence.At the same time，through the curriculum implementation and evaluation，also check out some flaws in the process of curriculum design，which requires more in-depth thinking in terms of teaching model reform and practice constantly.
Last but not least，it is necessary to build an flipped classroom teaching model suitable for China’s national conditions，stimulate students’ interest in learning，realize students’independent learning and cooperative learning，and cultivate students’ ability of creative thinking and critical thinking to become internationally competitive innovation talents.
References
[1]Delozie SJ，Rrhodes M G.Flipped classrooms：A review of key ideas and recommendations for practice[J].Educational psychology review，2016：1-11.
[2]Hurtubise L，Hall E，Sheridan L，et al.The flipped classroom in medical education：Engaging students to build competency[J].Journal of medical education &curricular development，2015，2（2）：35-43.
[3]LAGE M J，TREGLIA M.Inverting the Classroom：A Gateway to Creating an Inclusive Learning Environment[J].Journal of economic education，2000，31（1）：30-43.
[4]Tucker B.The flipped classroom：online instruction at home free class time for learning[J].Education next，2012，12（1）：82-83.
[5]王蕊娟.基于翻轉课堂教学模式的一堂德育课程设计及实践[J].中国科技博览，2015，25.
[6]王亚.职业教育课堂嬗变：翻转课堂的机遇与路径研究[J].职业教育研究，2016，（3）：67.
[7]谢敏，赖妍莉.大数据时代的大学英语创新教学研究——以翻转课堂教学为例[J].赣南师范学院学报，2016（2）：87.
[8]张萍.翻转课堂的理念、演变与有效性研究[J].教育学报，2017，2（1）：46-53.
[9]左宝霞.基于移动终端的微信支持下的高级英语翻转课堂实践探索[J].价值工程，2016：213.