1 . Friday night lights are good for the game, but they may be bad for biodiversity.

According to a study published Friday in the journal Animal Conservation, bright stadium lighting could affect the feeding habits of bats. Insects swarm (涌往) to these lights in large numbers, creating a competitive advantage for bat species who aren’t afraid of humans and human structures. This could impact local ecosystems and reduce biodiversity.

For most humans, there simply isn’t enough daylight hours—we have been developing new ways to light the night since we first controlled and used fire. But researchers say our need for continuous visibility can have serious consequences for neighboring species.

Light pollution has been linked to some ecosystem damage. Baby turtles, for example, naturally use the light of the moon to travel towards the open ocean. But constant and poorly designed artificial lighting can affect their sense of direction, obviously disturbing their life cycles.

“Increasing light pollution is a major feature of global change that’s caused by humans, and it is a potential threat to biodiversity,” co-author M. Corrie Schoeman said in a press release.

Dr Schoeman, a professor of biology at the University of Kwazulu-Natal, conducted field experiments to determine how stadium lighting affected bat behaviors. He found that “urban exploiter” bats were drawn to hunt near bright lights, while “urban avoider” bats were not. Exploiter species are able to take advantage of human resources, such as artificial light. Avoider species, by comparison, tend to avoid humans and human structures.

But it’s hardly survival of the fittest. This man-made, ecological scale-tipping could result in the decline or loss of avoider species. And that, in turn, could threaten the balance of local ecosystems.

Luckily, light pollution is considered an “easy fix” compared to other forms of pollution. Smart lighting design— hooded (带罩的) streetlamps，motion-sensitive residential lights (触控住宅用灯), and better controls to remove unnecessary brightness—can obviously reduce light pollution. As for stadium lights, earlier games could do a lot of good, both for bats and for our ecosystems as a whole.

1. What does the author want to demonstrate with the example of baby turtles?

A．Turtles are good at using human lights.

B．Light pollution has caused ecological damage.

C．Artificial lighting can train turtles’ sense of direction.

D．Human neighboring species have their own way of lighting.

2. What can we learn about the “urban exploiter” bats?

A．They are the fittest of their species.

B．They are fond of artificial lighting.

C．They always defeat “urban avoider” bats.

D．They break the balance of their species.

3. What is the last paragraph mainly about?

A．How to reduce light pollution.	B．How to improve stadium lights.
C．How to balance the ecosystem.	D．How to recognize unnecessary brightness.

4. Which of the following can be the best title for the text?

A．Evolution of Bats	B．Competition Among Bats
C．Stadium Lights Change Bat Behavior	D．The Number of Bats Are Decreasing

2 . While many local teens spent their summers playing by the pool, Shea Frenyea-Provost brought her talents to life, leaving a lasting memory for years to come.

After five weeks, the 15-year-old’s artwork is now on show in People’s Park for all to see as the Village of Dannemora’s first outdoor mural(壁画)-symbolic of the ongoing efforts to give new energy to the village and all it has to offer.

For the young artist，the project took her out of the comfort zone(舒适区)-going from colored pencils and sketchbooks(素描本)to her first life-size mural- the first in what will now become a series of projects between the local teen and village.

With her mom active in the village’s growing Beautification Committee, Shea also got involved with volunteering. After seeing Shea’s sketches during the early stages of the mural planning, Tina Leduc, director of Beautification Committee, was awed by her talent and knew she was a perfect fit for the project.

With the help of her family, Shea was soon set up with her very own studio, where she spent weeks researching the Luna moth(蛾)，observing its outline and perfecting each final detail. “I used a projector(投影仪)to observe the moth for weeks and researched native plants in our area and the rest I really ended up doing freehand,“ Shea said, pointing to the fine lines of the climbing grape plants and moth antennas(触角).

For the Beautification Committee and villagers alike, her work has brought a welcomed new addition to the park while clearly showing her bright artistic future ahead. “She’s just such a natural,” said Leduc, who offered beginning guidance, otherwise leaving the creativity and design to the promising young artist. “I feel this is just the beginning for her. I know it is. We’re going to see so much from her.”

1. What can we learn about Shea’s mural?

A．It is the first indoor mural in her village.

B．It shows the history of her village.

C．It took her a month to complete.

D．It was a real challenge for her.

2. What does the underlined word “awed” in paragraph 4 mean?

A．Amazed	B．Encouraged
C．Changed	D．Affected

3. Which of the following can best describe Shea?

A．Creative and humorous.

B．Polite and generous.

C．Talented and patient.

D．Experienced and professional.

4. What does Leduc say about Shea’s artwork?

A．It will inspire more kids to do art.

B．It promises a bright future for her.

C．It will attract more foreign visitors to the village.

D．It raises the villagers’ awareness of environmental protection.

3 . GREAT BOOKS TO TEACH CHILDREN ABOUT CLIMATE CHANGE

Here is a shortened list of books sponsored by the magazines TIME and TIME for Kids that are suitable for primary schoolers. To make the list, we considered how age-appropriate the material was, and whether the tone and story line left the reader feeling engaged and empowered rather than anxious or confused.

Experts recommend the youngest kids to read books that explore the beauty and fragility (脆弱) of nature. When developing an appreciation for the world around them, they can switch to books that show the cause and effect of how humans treat our planet, and why it’s important to respect the environment. For older primary school kids, picture books can illustrate how our use of fossil (化石) fuels contributes to global warming. Most of the books on the list also offer lessons about how children, families, schools, and communities can make a difference.

THANK YOU, EARTH: A LOVE LETTER TO OUR PLANET By April Pulley Sayre This photography book shows to us plants, animals and landscapes in vivid colors and descriptions. From up-close images of insects to pictures of mountain ranges, the pages introduce children to the planets’ diversity in a simple but effective way.	THE LORAX By Dr. Seuss Thanks to its rhyme, and whimsical illustration, this classic tale is suitable for young children who can grasp the scarcity of natural resources, and also older kids who can see a danger in valuing profits over long-term environmental harm.
WE ARE WATER PROTECTORS By Carole Lindstrom A tribute to native tribes that are protecting the planet, this book vividly shows the harms of oil pipelines. Kids will see the value of community action, while adults will recognize the story of the native tribes Standing Rock Sioux’s fight against the Dakota Access Pipeline.	POLAR BEAR, WHY IS YOUR WORLD MELTING? By Robert E. Wells This book introduces the greenhouse effect with illustrations showing how sunlight gets trapped. It then explains fossil-fuel energy, and our reliance on it for electricity and transportation. The pages are full of science.

1. To make the book list for kids, what should be considered first?

A．Confusing story line.	B．The tone of anxiety.
C．The books sponsorship.	D．Age-appropriate content.

2. What can kids learn from the book “WE ARE WATER PROTECTORS”?

A．They can see the value of community action.

B．They can know how to protect the native tribes.

C．They can recognize the story of the native tribes.

D．They can understand the importance of oil pipelines.

3. Which book explains how the greenhouse effect come into existence?

A．THE LORAX

B．WE ARE WATER PROTECTORS

C．POLAR BEAR, WHY IS YOUR WORLD MELTING?

D．THANK YOU, EARTH: A LOVE LETTER TO OUR PLANET

4 . On July 10, 1980, I was aboard an old destroyer (驱逐舰), sailing from Singapore to the Philippines. The day was grey with threatening clouds. There was a typhoon _________ our way. All of us were looking forward to arriving in the Philippines as quickly as possible.

Suddenly, the lookout _________ an object floating. He announced that it was a boat with many people on it in a _________ area with reefs (礁石). The captain announced that we were heading towards the boat to offer _________. Everyone prepared for the possible rescue. I made my way to the back end of the ship. The ship _________. But along the way, I heard most of the crew were _________ about assisting the people. And I even heard an engineer _________ said, “We ought to leave them out there to die!”

We got close to the boat and sent out the whaleboat with a small crew to _________ it out further. The crew reported back it was an old wooden boat _________ with about 50 men, women and children, who were very weak. Our ship became even more __________ after that news. Some gathered any dry clothes they could __________ and I prepared the area for rest and all the medical items.

We __________ got alongside the boat, and the first thing I noticed was the strange sound of babies crying. Then came the sound of the men and women excitedly talking with pain in their voices. All their faces __________ great tiredness. We helped get them __________. The weakest received __________ while the rest got a place to rest.

During those hours after the __________, I noticed a big change in the __________ of the crew. The same __________ even helped in caring a baby girl. Outside, the weather was growing worse, but inside, everything felt __________ and pleasant. Our new friends were very happy as if they were on a luxury ship __________ an old destroyer.

1.

A．blocking

B．passing

C．heading

D．sweeping

2.

A．spotted

B．recognized

C．got

D．confirmed

3.

A．vast

B．narrow

C．remote

D．dangerous

4.

A．comfort

B．guidance

C．convenience

D．assistance

5.

A．turned around

B．came alive

C．broke down

D．pulled out

6.

A．complaining

B．concerning

C．quarreling

D．setting

7.

A．mercifully

B．angrily

C．casually

D．nervously

8.

A．check

B．carry

C．knock

D．help

9.

A．equipped

B．surrounded

C．crowded

D．occupied

10.

A．secured

B．refreshed

C．disturbed

D．prepared

11.

A．spare

B．sew

C．change

D．wear

12.

A．accidentally

B．secretly

C．naturally

D．finally

13.

A．covered

B．reflected

C．predicted

D．produced

14.

A．recovered

B．motivated

C．settled

D．appreciated

15.

A．support

B．permission

C．treatment

D．favor

16.

A．typhoon

B．rescue

C．search

D．adventure

17.

A．patience

B．attitude

C．speech

D．attention

18.

A．engineer

B．captain

C．crew

D．lookout

19.

A．tiring

B．cold

C．warm

D．clear

20.

A．apart from

B．in spite of

C．by means of

D．instead of

5 . TUTORING

Tutoring(辅导)is available free of charge to all currently Tiffin University students. Tutoring services may be accessed in a variety of formats to assist you with academic needs in a wide range of courses.

Tutoring Hours:

Monday-Thursday:9:00a.m.-10:00 p.m.

Friday:9:00 a.m.-5:00 p.m.

Sunday:1:00p.m.-9:00p.m.

In-Person Tutoring

Campus based students and those located within driving distance of the main campus may schedule an in-person appointment for tutoring assistance during regular operating hours. Please keep in mind that not all subjects are available at specific times. To schedule an appointment, please e-mail tutor@ tiffin. edu or call the Murphy Academic Support Center at 419-448-3324.

Virtual Tutoring

Similar to our in-person tutoring, virtual tutoring is conducted by a Tiffin University tutor through an online platform. This offers more flexibility to our students and allows those at greater distances to receive academic support through our office. To be put in contact with a tutor virtually, please e-mail the Murphy Academic Support Center tutor@ tiffin.edu with the course information, a range of times, and any additional information. Our staff will then work to schedule you with a virtual tutor.

E-Tutoring

Tiffin University is a member of the Ohio E-Tutoring Collaborative, a program supported by the State of Ohio to assist in the delivery of tutoring across Ohio’s institutions of higher education. Live sessions take place in a ZOOM room within the e tutoring Online platform room using audio and video, a whiteboard, document-sharing and instant messaging. Writing students use the e Tutoring Online platform by uploading papers for review by tutors and receive written encouragement and suggestions on improving the written work.

To access the E-Tutoring platform, visit E-Tutoring. If you have not used the platform before, you will need to create an account using your University e-mail. For questions, please contact the University Academic Support Office tat tutor@ tiffin. edu or 419-448-3324.

1. Where is the text probably taken from

A．A textbook.	B．An exam paper.
C．A course plan.	D．An academic article.

2. How many kinds of tutoring are mentioned in the text?

A．Two.

B．Three.

C．Four.

D．Five.

3. What can Tiffin University students use the e Tutoring Online platform to do?

A．Submit their papers.	B．Create a ZOOM room.
C．Schedule an in-person appointment.	D．Keep in touch with a tutor virtually.

6 . Growing at high speed and absorbing huge amounts of atmospheric carbon dioxide, could seaweeds be the key to fighting climate change? Scientists in Australia think so. In Australia, scientists are taking advantage of the power of seaweeds to absorb CO₂ at a rate that equals to the Amazon rainforest!

Kelp (巨藻) is one of the most common seaweeds. It has many types and grows at great speed. Giant kelp, for example, can grow up to 50 cm per day. Seaweeds use photosynthesis (光合作用) to absorb CO₂, and grow biomass. Seaweeds are thought to absorb nearly 200 million tonnes of our globe’s CO₂ per year.

Pia Winberg, founder of Australia’s first land-based commercial seaweed farm, suggests that growing more seaweeds could be an essential tool in the fight against climate change. “If we used the infrastructure we have in the ocean and created seaweed islands, we would actually remove many climate change issues we have today,” she said.

The Great Southern Reef is an 8,000-km network of reefs in Australia. Golden kelp forms the backbone of the network. With many other species, including giant kelp and bull kelp, growing there, it is a good place for series of relevant projects. The Great Southern Reef project managed by an independent team of seience professionals is working to promote the recognition and management of Australia’s kelp forests. The project estimates that if these kelp forests were cultivated in just 0.001% of the ocean’s surface, the amounts of the CO₂: they absorb could offset (抵消) the carbon emissions of the global aquaculture (水产养殖) industry.

Of seaweeds’ potential, there’s a long chain of wins with this.

1. What is the scientists’ attitude towards growing seaweeds to absorb CO₂?

A．Doubtful.

B．Unclear.

C．Positive.

D．Negative.

2. What can we learn about Giant kelp?

A．It can grow 50 cm per day at most.

B．It is unique to the Great Southern Reef.

C．It is cultivated in commercial seaweed farm.

D．It absorbs nearly 200 million tonnes of CO: every year.

3. Why is the Great Southern Reef suitable for ocean forest project?

A．It is managed by an independent team of science professionals.

B．It has the largest network of reefs in Australia.

C．It is home to many species of seaweeds.

D．It works to protect Australia’s kelp forests.

4. What’s the main idea of the passage?

A．Different species of seaweed absorb CO2 in different ways.

B．Bull kelp forms the backbone of the reefs network in Australia.

C．The Great Southern Reef absorbs as much CO2 as the Amazon rainforest.

D．Seaweed forests could be the key to fighting climate change.

7 . Rachel had a healthy life both physically and mentally till one unfortunate winter evening. It was raining cats and dogs; everything was wet. Rachel’s cat went outside in this cold weather. She ________ him to bring him back inside. He hid near a utility pole (电线杆). Since it rained heavily the pole was charged and ________ to touch. Rachel, bent down to ________ her cat. She held the pole for support not ________ it was charged. The pole electrocuted her so badly that she was barely ________ seconds before her death. The electrocution resulted in ________ both her arms, which had to be cut off.

Rachel had to face such a (n) ________ accident. People get ________ about losing a finger. What would it be like if you lose both your arms? That’s what Rachel was trying to digest. It wasn’t easy at all. Rachel, slowly and gradually was accepting the ________ that she lost her arms and was ________ dependent on others for basic necessities that ________ the use of her arms. It upset her that she could not ________ her own duties herself.

Many people would lose hope. ________, that was not the case with Rachel. She did not want to ________ her dream. She didn’t let the slightest hopelessness bring her down and make her ________ her motivation. After recovery, Rachel ________ day and night to do most of her work with her feet. She emphasized mostly on ________ since she had no arms to do that with. She tried and tried. After many ________ and failures, she finally could write with her feet. She continued her school, ________ her examination and got a scholarship for law school.

Her optimism paved the way for a bright future. Her hard work ________ all because she never gave up.

1.

A．held up

B．went after

C．handed over

D．put down

2.

A．dangerous

B．convenient

C．enjoyable

D．hard

3.

A．teach

B．hit

C．get

D．feed

4.

A．caring

B．knowing

C．remembering

D．admitting

5.

A．stopped

B．shocked

C．seen

D．saved

6.

A．breaking

B．pressing

C．burning

D．squeezing

7.

A．terrible

B．simple

C．strange

D．important

8.

A．tired

B．astonished

C．depressed

D．frightened

9.

A．problem

B．risk

C．possibility

D．fact

10.

A．emotionally

B．completely

C．economically

D．amazingly

11.

A．required

B．allowed

C．limited

D．stressed

12.

A．report

B．assign

C．plan

D．perform

13.

A．Instead

B．Meanwhile

C．However

D．Therefore

14.

A．talk about

B．give up

C．believe in

D．search for

15.

A．find

B．hide

C．improve

D．lose

16.

A．practiced

B．pretended

C．refused

D．agreed

17.

A．reading

B．dancing

C．writing

D．training

18.

A．attempts

B．competitions

C．comparisons

D．memories

19.

A．chose

B．passed

C．failed

D．missed

20.

A．showed off

B．dropped off

C．took off

D．paid off

8 . My younger brother has a strange relationship with birthdays. One year, he sent me an unexpected birthday card, which turned out to be a double _________ as it arrived four months after my birthday.

“You should just _________ when you feel like it, and not be restricted (限制) to a specific day,” he said.

“So basically, that means it doesn’t _________ when my birthday is. You just get to celebrate the day I was _________ any time you like, even though I _________ to celebrate it on the actual date?” I asked.

“You’ve always been a little over the top about _________,” he said.

“Fine. But I always remember yours,” I said. I would _________ forget the day he was born.

The first year my daughter was away at college, he missed her birthday. By then, we both knew her _________ had many great attributes (特征) except remembering birthdays.

Her birthday is in September. In January of the following year, she _________ a letter. It was from her uncle. No card. Just some __________ and a note that said, “Buy whatever you want.”

She later told me the special gift from her uncle __________ made her happy. The idea of surprising her when she was least __________ it was amazing.

And it continued. Once he __________ us with several stylish hats and it was no one’s birthday. He had described our __________ to the saleswoman and she had __________ what she thought each of us might like. And she was right; we all liked our gifts.

So this year I was a bit __________ when he called me the day after my birthday. Was his __________ attitude towards birthdays disappearing? Had he been dragged (拖) down by societal expectations to behave __________?

“I’m __________ I missed your birthday yesterday,” he said.

“You’re __________ to do that. It’s what makes you my brother,” I replied.

1.

A．standard

B．success

C．service

D．surprise

2.

A．celebrate

B．study

C．leave

D．accept

3.

A．care

B．catch

C．matter

D．stop

4.

A．saved

B．born

C．hurt

D．praised

5.

A．refuse

B．like

C．forget

D．happen

6.

A．work

B．relationships

C．family

D．dates

7.

A．already

B．always

C．never

D．also

8.

A．uncle

B．friend

C．brother

D．classmate

9.

A．made up

B．wrote

C．replied to

D．received

10.

A．keys

B．money

C．pictures

D．text

11.

A．barely

B．smoothly

C．really

D．mildly

12.

A．expecting

B．understanding

C．enjoying

D．wanting

13.

A．helped

B．visited

C．joined

D．asked

14.

A．experiences

B．plans

C．findings

D．personalities

15.

A．wondered

B．picked

C．remembered

D．explained

16.

A．confused

B．worried

C．angry

D．bored

17.

A．wrong

B．changing

C．unusual

D．serious

18.

A．greatly

B．professionally

C．calmly

D．properly

19.

A．frightened

B．lucky

C．sorry

D．satisfied

20.

A．allowed

B．taught

C．advised

D．forced

9 . Gaelic had been the major culture in Scotland. But many forces tried to weaken its power. The final straw came in 1609, when some laws required Highland Scottish leaders to send their children to English-speaking schools. Naturally, the culture continued to weaken through the 20th century. Though Gaelic still existed in some rural areas, a lack of jobs meant young people in Gaelic areas were leaving for English-speaking cities.

Iain Noble was a wealthy businessman from Germany. He quickly fell in love with Gaelic culture when he moved to Scotland. So he set up the college of Sabhal Mòr Ostaig in 1973 on the Isle of Skye. Today, it has more than 1,000 students and is officially the National Centre for Gaelic Language and Culture. It is where the revival of Scotland’s Gaelic culture started.

Of course, the college teaches the language and culture. But the secret to making such impressive cultural achievements is giving language learners skills in industries like media and business. The skills allow students to create local jobs and help make the area known to tourists.

Noble’s wife Lady Lucilla said his eagerness to revive the culture was clear. After spending much money setting up the college, Noble had to go to great lengths to find worthwhile teachers. Sometimes he tried hard to find people who had left Skye, “Iain would invite those whose families were from Skye but who were working in Aberdeen, in London and further afield,” said Lucilla.

“Now I’ve seen some cool youngsters who are very proud of their Gaelic, and they are fascinated by the culture,” she said.

One such youngster is 15-year-old Emily Macdonald. She not only speaks Gaelic fluently with her friends, but is excited to do so.

“I feel like we’re even more wanting to speak Gaelic, just to keep it alive, because it is really important to our nation,” she said. “And to have this special language that we can speak to each other in is quite special.”

1. What does the first paragraph mainly talk about?

A．The fall of Gaelic.	B．The future of Gaelic.
C．The influence of Gaelic.	D．The advantages of Gaelic.

2. What is the key to the college’s success?

A．Having the best Gaelic teachers.	B．Teaching students professional skills.
C．Receiving much government support.	D．Being open to both natives and foreigners.

3. What did Lucilla tell us about Noble?

A．He made much money from the college.

B．He traveled a lot to spread Gaelic culture.

C．He spared no effort to do his cultural work.

D．He became world-famous because of his college.

4. What does Emily Macdonald think of Gaelic language?

A．It is the pride of their nation.	B．It is hard to learn for youngsters.
C．It has changed a lot over the years.	D．It attracts fewer local young people.

10 . A former businessman, Dong Changkai, has driven across the Taklimakan Desert in Xinjiang Uygur autonomous region again and again. Last month, Dong ________ with other four off-road vehicle ________ and drove across the Taklimakan Desert to create a route in the shape of a map of China, ________ their love for the country and its ________ landscape.

Dong’s eagerness to start outdoor ________ originated in his high school years. He often ________ his father, a geological explorer, to travel around Kashgar during summer holidays. The picturesque (优美的) ________ and diverse terrain (地形) he came across ________ his desire to explore wilder places. He put driving across the Taklimakan Desert on his to-do list at that time.

In 2012 he planned to ________ doing business and prepare for a solo cross-desert ________ . He began to ________ his off-road driving skills and equip himself with the knowledge to ensure ________ when dealing with ________ conditions, such as sandstorms or vehicle ________. For adaptability training, he drove into the Kumtag Desert, the sixth-largest desert in China, dozens of times a year. ________ he became a(n) ________ desert adventurer.

Dong ________ that he drove Chinese-made vehicles every time he traveled across the Taklimakan. He says he hopes more people get to know the excellent ________ of these Chinese-made vehicles in rough off-road environments. He is working to support the local government and off-road driving clubs in Xinjiang to bold a folk sport event that     ________ professional off-road drivers to operate domestically made vehicles. He also plans to ________ his knowledge about Chinese -made off road vehicles and personal experience on cross-desert journeys on short-video-streaming platforms.

1.

A．broke up

B．put up

C．teamed up

D．caught up

2.

A．trainers

B．drivers

C．repairers

D．advertisers

3.

A．obtaining

B．developing

C．concluding

D．expressing

4.

A．impressive

B．cultural

C．urban

D．rural

5.

A．competitions

B．adventures

C．sports

D．celebrations

6.

A．followed

B．told

C．assisted

D．reminded

7.

A．rivers

B．villages

C．scenery

D．architecture

8.

A．beat

B．fired

C．affected

D．proved

9.

A．practice

B．enjoy

C．risk

D．stop

10.

A．course

B．trade

C．journey

D．trial

11.

A．admire

B．improve

C．change

D．protect

12.

A．enjoyment

B．confidence

C．enthusiasm

D．safety

13.

A．challenging

B．appealing

C．proper

D．good

14.

A．washing

B．parking

C．guidance

D．breakdown

15.

A．Actually

B．Probably

C．Gradually

D．Simply

16.

A．loyal

B．serious

C．optimistic

D．experienced

17.

A．insisted

B．imagined

C．opposed

D．regretted

18.

A．record

B．service

C．performance

D．result

19.

A．allows

B．encourages

C．warns

D．commands

20.

A．share

B．fix

C．renew

D．analyze