1 . On November 8th, a tornado, the most powerful in the past 70 years, hit Jersey, causing great damages to the area and leaving the residents in great panic.

“Suddenly, the windows of the waiting room exploded in and dragged everything inside. My cars have been completely destroyed by branches and fences, and my garden is completely gone. There’s no furniture, no fence; everything has been thrown everywhere. At first there was lightning but then a strange noise and strange darkness came over the whole house. It was like being in a scary scene in the movie The Wizard of Oz,” Ashleigh Quail-Charleston, a Jersey resident, told the Bailiwick Express after the tornado that struck overnight on November 1—2 during Storm Ciaran.

The consequence looked like a bomb had gone off: cars hit, roofs with holes, windows broken. “A huge tree leans drunkenly against a block of flats. Piles of branches are piled optionally and pavements are covered with pieces,” said Chris Stone at BBC Radio Jersey. The tornado was powerful and exceptionally rare, caused by a severe thunderstorm that had sent out intense lightning and huge hailstones described as “ice bombs”. The Tornado and Storm Research Organization (Torro) and Jersey Met Office revealed the tornado left a trail of damages 8 km long across the island, and rated its intensity as T6 on an international scale of tornado power.

According to Torro records, this was the most powerful tornado to strike anywhere in the British Isles or Channel Islands since December 7th, 1954 when a tornado struck west London, leaving tremendous devastation, with Gunnersbury railway station torn apart, roofs torn off houses and one car even thrown through the air.

Tornados during Storm Ciaran also hit Sompting in West Sussex and Loders in Dorset. One resident in Loders, Sophie van Hensbergen, described the moment, saying, “The tornado struck with a very, very powerful whistling sound and the windows looked as though we were in a car wash.”

1. Why is The Wizard of Oz mentioned in paragraph 2?

A．To summarize the consequence.	B．To introduce the topic.
C．To enrich the readers’ knowledge.	D．To help describe the tornado.

2. What does paragraph 3 mainly about?

A．How tornado was rated.

B．What caused the tornado.

C．How severe the tornado was.

D．What should be done to prevent the tornado.

3. What does the underlined word “devastation” mean in paragraph 4?

A．Marks.

B．Damages.

C．Memory.

D．Impression.

4. What is this text?

A．A news item.	B．A science report.
C．A movie reviewer.	D．A weather forcast.

2 . 假定你是李华，你班同学在上周末进行了一个有关“Plastic Pollution”的街头采访。请你写一篇报道给校报的英语栏目投稿。内容要点如下：
1. 介绍活动；
2. 不同观点；
3. 发出呼吁。
注意：1. 词数80左右；
2. 题目已为你写好。

An Interview about Plastic Pollution

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3 . 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

Nanjing, situated in the lower reaches of the Yangtze River, was the capital of China for six Dynasties. An Australian Nanjinger Townley loves the rivers in the city. He     1     (ride) a bike along the bank of a river to the Nanjing Fishmouth Wetland Park in Jianye District every Saturday and Sunday mornings, about a 15-km round trip.     2     (walk) around the city or visiting museums is also an enjoyable part of his life.

According to Townley, Nanjing is in an ideal     3     (locate) in one corner of the Yangtze River Delta region, close to Shanghai.

Now, Townley works with and     4     (support) by the Jiangsu Industrial Technology Research Institute. He serves     5     a visiting professor at the School of Environmental Science and Engineering at Nanjing Tech University. After being a consultant and in the industry for     6     (year), he loves being connected to a university again     7     (share) his knowledge and experience with younger people and to initiate research based on the problems he has encountered in the real world so far. “I know my education and life are different from the     8     (type) Chinese students. Despite the differences,     9     I want to do with my Chinese students is encourage them to think, to be curious     10     to always search for new things.”

4 . Many people feel anxious in situations that are stressful to them. For example, they may feel anxious about taking tests, meeting new people, or speaking in class.     1     But it’s best to learn how to cope. Here are several tips that can help you through anxious moments:

Start with a “growth” mindset. Some people have a fixed mindset. They might think, “This is how I am.”     2     They think they are the way they are. But brain science has shown that with a growth mindset, people can get better at just about everything—with effort and practice. That includes reducing anxiety.

    3     When you’re anxious, you might tell yourself things like, “I can’t do this!” or “What if I mess this up?” Instead, plan to tell yourself something that could help you face the moment with a bit of courage like, “I can do this!” or “It’s OK to feel anxious. I can do this anyway.”

Notice how anxiety affects your body. When you’re anxious, do you feel “butterflies” in your stomach? Sweaty palms? Shaky hands? A faster heartbeat? These physical feelings can be uncomfortable but they aren’t harmful. You can cope. You don’t have to push the feelings away.     4    

Face the situation—don’t wait for anxiety to go away. You might think that you’ll put off speaking in class or talking to that new person until you no longer feel anxious about it. But it doesn’t work that way.     5    

Learning to cope with anxiety takes time, patience, and practice. Most of all it takes being willing to face anxiety. Start with one small step. The more you practice, the better you’ll get at lowering anxiety.

A．Talk yourself through it.

B．Tell a parent or another adult you trust.

C．It’s facing the anxiety that helps you lower it.

D．Try to pay attention to anxious thoughts and feelings.

E．Try to notice them without getting upset that they’re there.

F．With a fixed mindset, people don’t think things can change.

G．If you feel anxious in situations like these, you’re not alone.

5 . Gratitude can have a lasting positive impact if we work towards incorporating it into our daily lives. How we choose to express gratitude can depend significantly on the social context.     1    .

Random acts of kindness. It can yield substantial reward in terms of subjective well being. If you see a stranger struggling under a heavy load of shopping, offer a hand.     2    . Help someone who is lost. The list is endless!

    3    . Going to the effort to make your experience a positive one, service-industry employees are often unsung heroes. In a fast-paced service environment, stopping a server to read them a gratitude letter isn’t likely to be received well but dropping a tip in the jar lets the staff know you’re thankful for their efforts.

Volunteer in your community.     4    , it has also been found to increase subjective well-being and pose significant health benefits. Those who undertook volunteering opportunities reported increased levels of happiness, life satisfaction, self-esteem, sense of control over life, physical health and lower levels of depression.

Gratitude serves the social function of promoting relationships with others who are responsive to our likes and dislikes, our needs and preferences.     5    . Additionally, expressions of gratitude also increase prosocial behavior by enabling individuals to feel social worth and support while simultaneously reducing their feelings of uncertainty about whether they can help effectively.

A．Be respectful

B．Tip your server

C．Donate unwanted clothes to charity

D．Below are a few ways to express gratitude to others

E．Actions that display gratitude are more valuable to some extent

F．It helps us get through difficult times and grow well in good times

G．Volunteering is not only a great way to connect with others and gain experience

6 . Researchers from academia are more likely to experience anxiety and depression than average persons, as we report in a Feature investigating the mental-health crisis in science. It’s clear that a major factor common in academia is a harmful working environment. Short-term contracts, low salaries, and pressure to publish are also contributors — but so are bullying and harassment. Internal structures need to change. And modern systems of employee protection when things go wrong — such as those that encourage whistle-blowing — need to be implemented.

At the root of the problem is the mismatch between the idea of a university as a refuge (收容所) for lone geniuses and the collaborative nature of contemporary science. Also the research system still tends to put power in the hands of just one or a few persons, not shared more widely among a research team. It doesn’t have to be this way. When power and responsibility are shared, people work more harmoniously, and step up when required. But if power is given to one or only a few people, it can be misused to annoy and bully others. All too often, this is what happens.

Although universities do have whistle-blowing procedures (which protect people from being punished if disclosing wrongdoing), they often discourage anonymization (匿名) for those drawing attention to inappropriate behaviours. Some argue that it makes complaints more difficult to investigate, but anonymous whistle-blowing provides a fairer way to obtain justice in an environment in which the person causing harm is often also the person ultimately responsible for an individual’s career prospects.

Universities need to take a good look at this matter and study how international organizational structures could be reformed. A good first step would be to look to industry, because we know that researchers working in industry report higher job satisfaction than do their academic peers. At the same time, academic governing bodies should revisit mechanisms for whistle-blowing.

Universities have extensive connections to industry, through industry-academia collaborations, through knowledge-exchange offices and through the direct involvement of business people. These relationships could all be used to study ways to bring about positive change in academia.

The need to achieve positive change cannot be overstated. Doing nothing is not an option. If the next generation of researchers is as dissatisfied as our Feature suggests, then no less than the future of research and scholarship is at risk.

1. Which is mainly responsible for researchers’ heightened anxiety?

A．Lack of cooperation.	B．The future of research.
C．Discouraging whistle-blowing.	D．Bad atmosphere in workplace.

2. What is the author’s attitude to present employee protection systems in academia?

A．Supportive.

B．Indifferent.

C．Critical.

D．Ambiguous.

3. What does the author suggest universities do?

A．Pay higher salaries.	B．Restructure institutions.
C．Increase contract lengths.	D．Encourage competition.

4. What does the text mainly discuss?

A．The popularity of academic bullying.	B．The salary structure of academic researchers.
C．The lack of collaboration in scientific research.	D．The problem academic researchers are facing.

7 . On-campus jobs offer tons of benefits on their own, making them an ideal choice for most students. Here are some.

Resident Assistant

Resident assistants are responsible for managing a lot of the normal operations of their assigned dorms, including supervising move-in and move-out procedures, enforcing dorm rules, overseeing dorm security and helping solve minor conflicts. Free room and board can be got.

Compensation

Anywhere from $1,000 to $5,000 or more per academic year.

How to Apply

Visit your school’s residential life department.

Library Attendant

Library attendants are typically responsible for answering general questions, directing students, assisting library patrons with checking out books, and helping maintain an atmosphere helpful to studying. They might also help organize library materials, sort and shelve books or other print resources, and perform administrative tasks like answering the phone or emails.

Compensation

The average pay is $11 per hour.

How to Apply

Inquire directly at the library.

Campus Tour Guide

It’s a high-energy and social job that will help you develop your interpersonal and public speaking skills as you interact with hundreds of potential students and their parents. And it’s an ideal campus job to help maintain your cash flow.

Compensation

It makes $11 to $14 per hour.

How to Apply

Inquire from your school’s office of admissions.

IT Assistant

An IT assistant will typically assist students and faculty with installing software, fixing technical issues in classrooms, setting up equipment in classrooms, and occasionally assisting the IT department with updating and maintaining campus operating systems and assisting in the configuration (配置) of new hardware.

Compensation

The average hourly rate is $15.

How to Apply

Check the job board of colleges.

1. What is special about the job Resident Assistant?

A．It holds regular meetings.	B．It involves making dorm rules.
C．It offers free accommodations.	D．It needs help design the dorms.

2. What is one of library attendants’ duties?

A．To maintain order.	B．To organize activities.
C．To sell old books.	D．To promote the library.

3. Which job favors students with technical skills?

A．Resident assistant.

B．Library attendant.

C．Campus tour guide.

D．IT assistant.

8 . 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

Rong Hong, also     1     (know) as Yung Wing, was a pioneering figure in China’s modern history. He was born in 1828 in Guangdong Province of China. Rong is best known as the first Chinese person to graduate from     2     American university.

In 1854, Rong graduated from Yale University,     3     (mark) a significant milestone in the history of Chinese overseas education. His time in America     4     (shape) his perspective on education and     5     (modern), leading him to advocate Western-style education in China.

Upon returning to China, Rong worked to bridge the cultural and educational gap between China and the West. His most     6     (exception) achievement was the Chinese Educational Mission, a program     7     sent Chinese students to study in America in the late 19th century.

Rong believed that introducing Western science and technology would help China modernize and strengthen. While his ideas     8     (meet) with resistance in his time, his efforts laid the groundwork     9     future generations of Chinese students studying abroad.

Rong Hong was a pioneer for Chinese education and international exchange. His vision for a modernized China and his efforts     10     (promote) Western education have left a lasting impact on the country’s development.

9 . With my degree in education and an internship (实习)   in a high school under my belt, I felt ready for my first real job teaching fourth graders. I prepared clear lesson ______ and plans. I broke down ______ ideas into concepts kids at this level could understand. Then I got into the classroom, and it all ______. “Why isn’t this working?” I thought at the end of another ______ day.

        It was easy to think my job was impossible, but I knew that wasn’t true. I had ______ right across the hall, in Marcia’s ______. Marcia taught third grade. She was a ray of sunshine in her kids’ ______. The children ran up to her in the hall, giving her hugs.
   The next day, I asked Marcia if I could ______ her for a while in her class. “How about a ______?” she asked, taking out a guitar. The children ______ immediately. What a contrast!

Marcia seemed to have all the time in the world — not just for singing, but for each child. When one ______ looked a bit lost, she walked over to the student’s desk and dropped to her knees to give up-close attention.

I couldn’t ______ to put some of the things I’d learned into practice. It wasn’t easy at first to ______ my lesson plans. But I discovered I enjoyed walking from desk to desk, talking to my students one-on-one, getting to know them as ______.

            Marcia left our school at the end of the year, but she ______ me every day of my 40-year career.1.

A．quotes

B．objectives

C．instructions

D．remarks

2.

A．interesting

B．informal

C．serious

D．complicated

3.

A．fell apart

B．went over

C．worked out

D．got through

4.

A．exciting

B．shameful

C．discouraging

D．impressive

5.

A．experience

B．selection

C．company

D．proof

6.

A．classroom

B．concert

C．club

D．journal

7.

A．dreams

B．lives

C．schedules

D．assignments

8.

A．describe

B．disturb

C．assess

D．observe

9.

A．discussion

B．game

C．song

D．quiz

10.

A．cheered

B．fled

C．allowed

D．performed

11.

A．even

B．instead

C．regularly

D．purposely

12.

A．mean

B．refuse

C．choose

D．wait

13.

A．review

B．ignore

C．prepare

D．acknowledge

14.

A．students

B．strangers

C．supermen

D．individuals

15.

A．reminded

B．followed

C．inspired

D．greeted

10 . There’s a long line of research showing that when we make contact with people who’re socially different from us, we tend to feel less prejudice towards them. According to the contact theory, contact seems to work best for reducing prejudice when the contact is generally positive. But what happens when the conditions for interpersonal contact may not be ideal? For example, what if you feel threatened in some way by a group of people you see as “the other”?

Researchers from Ghent University in Belgium analyzed the results of 34 studies surveying nearly 64,000 people from 19 countries to see how intergroup contact affected their viewpoints about “outgroups” under conflict situations. For example, people were asked to report on how they viewed other groups. The researchers also had data from the surveys that measured attitudes towards outgroup members, such as how positive people felt towards them and how much they could trust them.

After analyzing the data, the researchers found strong feelings of threat were associated with more negative views of outgroup members. But having contact with outgroup members still reduced prejudice just as much under those unfavorable conditions. To Jasper Van Assche, the lead author of the paper, this suggests contact theory holds even under conflict situations.

Van Assche says that contact is so powerful probably because just being around people from an outgroup affects how we think and feel about them. As we become accustomed to even the me re presence of people from other groups, that can reduce our anxiety, especially if the encounters are positive—and that can lead to warmer feelings. Also, contact can enhance our knowledge about others’ customs and practices, so that they don’t seem so foreign or “other” to us.

Van Assche hopes his research can lead people to see the benefits of integrating the spaces where they live. This could be done through top-down methods, such as the government requiring school integration, but also from the bottom up. For example, suggests Van Assche, communities could create low-cost, low-key events that bring people together, helping to promote tolerance.

1. Why are the questions raised in paragraph 1?

A．To inspire readers’ imagination.	B．To argue against the contact theory.
C．To show the author’s curiosity.	D．To offer the purpose of the study.

2. Why can interpersonal contact reduce prejudice?

A．It improves people’s adaptive capacity.	B．It increases people’s desire to socialize.
C．It promotes each other’s understanding.	D．It makes people emotionally stable.

3. What might be Van Assche’s advice according to the text?

A．Expanding communities on the whole.

B．Increasing chances of positive contact.

C．Strengthening interactions between schools.

D．Offering equal education opportunities to diverse groups.

4. What can be the best title of the text?

A．People involved in equal contact are generally positive	B．Opportunities for intergroup contact are on the rise
C．The interventions based on contact are unhealthy	D．Interpersonal contact can help people connect