It’s a nightmare for Huazhong University of Science and Technology （HUST）: within a week，two students committed suicide by jumping off dorm buildings．對(duì)于整個(gè)華中科技大學(xué)來說，這簡(jiǎn)直就是場(chǎng)噩夢(mèng)：一周之內(nèi)，兩名學(xué)生在宿舍跳樓自殺。
Officials from the university are reluctant to give interviews．校方官員們不愿接受采訪。
“We had a hard time calming down students who were shocked at the suicides,” said Zhang Jingyuan，one official of HUST．
“Media coverage may arouse some students’ negative emotions again．Suicide can be contagious,” Zhang said．他說，“媒體的報(bào)道將會(huì)再次引發(fā)學(xué)生的消極情緒，自殺是會(huì)傳染的�！�
The university reacted promptly to the first suicide on October 23．對(duì)于今年10月23號(hào)發(fā)生的第一起自殺事件，華中科技大學(xué)迅速做出應(yīng)急措施。
Advisors and class leaders conducted dorm-to-dorm checks to find students suffering depression．Then psychologists offered one-on-one counseling to them．輔導(dǎo)員和班長(zhǎng)們走訪了每個(gè)宿舍，找出遭遇抑郁的學(xué)生。然后，心理咨詢師會(huì)為這些學(xué)生提供一對(duì)一的心理咨詢。
Notice boards publicizing tips for identifying peers’ mental problems and offering help were set up in front of dorm buildings．Leaflets carrying similar information were handed out to each dorm．宿舍樓前豎起一些布告欄，為同學(xué)們普及關(guān)于如何發(fā)現(xiàn)身邊人遭遇心理問題并提供幫助的小貼士。印有類似內(nèi)容的小冊(cè)子也被分發(fā)給每個(gè)寢室。
However，the second suicide came seven days later．然而，七天后，第二起自殺事件發(fā)生了。
Both students were described as men of few words．Their schoolmates didn’t see anything to indicate suicide．據(jù)周圍人描述，這兩名學(xué)生都很少言寡語(yǔ)。他們的同學(xué)都沒有覺察到任何自殺前的征兆。
Zhang revealed that the two students had been bothered by mental disorders．But the school didn’t know this until the students’ close friends outside school and their parents unveiled the truth after the suicides．章勁元透露，這兩名學(xué)生曾經(jīng)飽受心理疾病的困擾。但是學(xué)校對(duì)此并不知情，他們校外的好友和家長(zhǎng)也是在自殺事件發(fā)生后才說出實(shí)情。
According to Zhang，there are only three full-time counselors working in the university’s counseling center for its 60,000 students．He complained: “It’s unrealistic to rely only on counselors to detect students’ mental problems．”據(jù)章勁元說，全校共有六萬名學(xué)生，但學(xué)校的心理咨詢中心只有三位全職心理咨詢師。他抱怨說：“僅僅依靠心理咨詢師來察覺學(xué)生的心理問題，這是不現(xiàn)實(shí)的�！�
Effective prevention comes from long-term education for life instead of temporary intervention to meet an emergency，said Hu Yi’an．Hu delivers a course of lectures on life and death at Guangzhou University．He worries that universities have paid little attention to education for life．有效的預(yù)防來自于長(zhǎng)期的生命教育，而并非遭遇緊急狀況時(shí)的臨時(shí)干預(yù)，胡毅安（音譯）說。他在廣州大學(xué)教授以生命和死亡為主題的課程。他為各大高校給予生命教育的關(guān)注少之又少而擔(dān)憂。
“Education for life helps students respect and love life so they won’t resort to ending their lives when they have difficulties,” said Hu．“生命教育可以幫助學(xué)生尊重、熱愛生命，這樣一來，當(dāng)他們遇到困難的時(shí)候就不會(huì)選擇結(jié)束生命了,” 胡毅安說。
According to Hu，the principles can be incorporated into everyday teaching．胡毅安還表示，這些觀念可以融入到日常教學(xué)中去。
Hu is also concerned that some universities are conveying discriminatory message that will hold back students from seeking help．胡老師也很擔(dān)心一些大學(xué)傳遞出帶有歧視性的信息會(huì)使得學(xué)生們不愿去尋求幫助。
When HUST conducted the dorm-to-dorm examination，students with poor academic performance were paid special attention．In March，Peking University also released a controversial policy，which required teachers to have a chat with students “with biased thinking”．當(dāng)華中科技大學(xué)校方挨個(gè)宿舍進(jìn)行走訪時(shí)，學(xué)習(xí)成績(jī)較差的學(xué)生也被給予了特別關(guān)照。三月份，北京大學(xué)也推行了一項(xiàng)備受爭(zhēng)議的政策，該新規(guī)要求教師們要找那些學(xué)生中的“激進(jìn)分子”談話。
However，Hu suggested that students step out of their comfort zone to seek real-life communication．
【小題1】The underlined word “reluctant” in paragraph 2 probably means “       ”．

很多學(xué)生都想知道美國(guó)英語(yǔ)(American English)和英國(guó)英語(yǔ)(British English)之間的差別,以及這些差別是怎樣產(chǎn)生的。請(qǐng)根據(jù)下面提供的材料，寫一篇文章。
1. 這不是一下子就能回答的問題。
2. 起初，美國(guó)和英國(guó)的語(yǔ)言是相同的。1776年，美國(guó)獨(dú)立，語(yǔ)言也開始有了變化。
3. 很長(zhǎng)時(shí)間，美國(guó)的英語(yǔ)保持原樣，而英國(guó)的英語(yǔ)卻變化了。如：300年前，英國(guó)人用“fall”表示秋天，而今天大部分英國(guó)人都用“autumn”這個(gè)詞了。但美國(guó)人還在用“fall”這個(gè)詞。同樣，美國(guó)人用“I guess”（意思是I think），而這正是300年前英國(guó)的說法。
4. 當(dāng)然，這些都不是英語(yǔ)語(yǔ)言變化的終結(jié)。英國(guó)英語(yǔ)和美國(guó)英語(yǔ)在未來是否會(huì)繼續(xù)變化，這一問題是很容易回答的�？梢钥隙ǖ氖�，盡管兩者之間有一些差異，它們的變化過程都將會(huì)繼續(xù)。
注意：1.分段表達(dá) 2. 書寫整潔 3.字?jǐn)?shù)150左右。
_______________________________________________________________________________

It’s a nightmare for Huazhong University of Science and Technology （HUST）: within a week，two students committed suicide by jumping off dorm buildings．對(duì)于整個(gè)華中科技大學(xué)來說，這簡(jiǎn)直就是場(chǎng)噩夢(mèng)：一周之內(nèi)，兩名學(xué)生在宿舍跳樓自殺。

Officials from the university are reluctant to give interviews．校方官員們不愿接受采訪。

“We had a hard time calming down students who were shocked at the suicides,” said Zhang Jingyuan，one official of HUST．

“Media coverage may arouse some students’ negative emotions again．Suicide can be contagious,” Zhang said．他說，“媒體的報(bào)道將會(huì)再次引發(fā)學(xué)生的消極情緒，自殺是會(huì)傳染的�！�

The university reacted promptly to the first suicide on October 23．對(duì)于今年10月23號(hào)發(fā)生的第一起自殺事件，華中科技大學(xué)迅速做出應(yīng)急措施。

Advisors and class leaders conducted dorm-to-dorm checks to find students suffering depression．Then psychologists offered one-on-one counseling to them．輔導(dǎo)員和班長(zhǎng)們走訪了每個(gè)宿舍，找出遭遇抑郁的學(xué)生。然后，心理咨詢師會(huì)為這些學(xué)生提供一對(duì)一的心理咨詢。

Notice boards publicizing tips for identifying peers’ mental problems and offering help were set up in front of dorm buildings．Leaflets carrying similar information were handed out to each dorm．宿舍樓前豎起一些布告欄，為同學(xué)們普及關(guān)于如何發(fā)現(xiàn)身邊人遭遇心理問題并提供幫助的小貼士。印有類似內(nèi)容的小冊(cè)子也被分發(fā)給每個(gè)寢室。

However，the second suicide came seven days later．然而，七天后，第二起自殺事件發(fā)生了。

Both students were described as men of few words．Their schoolmates didn’t see anything to indicate suicide．據(jù)周圍人描述，這兩名學(xué)生都很少言寡語(yǔ)。他們的同學(xué)都沒有覺察到任何自殺前的征兆。

Zhang revealed that the two students had been bothered by mental disorders．But the school didn’t know this until the students’ close friends outside school and their parents unveiled the truth after the suicides．章勁元透露，這兩名學(xué)生曾經(jīng)飽受心理疾病的困擾。但是學(xué)校對(duì)此并不知情，他們校外的好友和家長(zhǎng)也是在自殺事件發(fā)生后才說出實(shí)情。

According to Zhang，there are only three full-time counselors working in the university’s counseling center for its 60,000 students．He complained: “It’s unrealistic to rely only on counselors to detect students’ mental problems．”據(jù)章勁元說，全校共有六萬名學(xué)生，但學(xué)校的心理咨詢中心只有三位全職心理咨詢師。他抱怨說：“僅僅依靠心理咨詢師來察覺學(xué)生的心理問題，這是不現(xiàn)實(shí)的�！�

Effective prevention comes from long-term education for life instead of temporary intervention to meet an emergency，said Hu Yi’an．Hu delivers a course of lectures on life and death at Guangzhou University．He worries that universities have paid little attention to education for life．有效的預(yù)防來自于長(zhǎng)期的生命教育，而并非遭遇緊急狀況時(shí)的臨時(shí)干預(yù)，胡毅安（音譯）說。他在廣州大學(xué)教授以生命和死亡為主題的課程。他為各大高校給予生命教育的關(guān)注少之又少而擔(dān)憂。

“Education for life helps students respect and love life so they won’t resort to ending their lives when they have difficulties,” said Hu．“生命教育可以幫助學(xué)生尊重、熱愛生命，這樣一來，當(dāng)他們遇到困難的時(shí)候就不會(huì)選擇結(jié)束生命了,” 胡毅安說。

According to Hu，the principles can be incorporated into everyday teaching．胡毅安還表示，這些觀念可以融入到日常教學(xué)中去。

Hu is also concerned that some universities are conveying discriminatory message that will hold back students from seeking help．胡老師也很擔(dān)心一些大學(xué)傳遞出帶有歧視性的信息會(huì)使得學(xué)生們不愿去尋求幫助。

When HUST conducted the dorm-to-dorm examination，students with poor academic performance were paid special attention．In March，Peking University also released a controversial policy，which required teachers to have a chat with students “with biased thinking”．當(dāng)華中科技大學(xué)校方挨個(gè)宿舍進(jìn)行走訪時(shí)，學(xué)習(xí)成績(jī)較差的學(xué)生也被給予了特別關(guān)照。三月份，北京大學(xué)也推行了一項(xiàng)備受爭(zhēng)議的政策，該新規(guī)要求教師們要找那些學(xué)生中的“激進(jìn)分子”談話。

However，Hu suggested that students step out of their comfort zone to seek real-life communication．

1.The underlined word “reluctant” in paragraph 2 probably means “       ”．

2.Which measure the university took to the first suicide is incorrect?

3.Which of the following is right according to the text?

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

It’s a nightmare for Huazhong University of Science and Technology （HUST）: within a week，two students committed suicide by jumping off dorm buildings.對(duì)于整個(gè)華中科技大學(xué)來說，這簡(jiǎn)直就是場(chǎng)噩夢(mèng)：一周之內(nèi)，兩名學(xué)生在宿舍跳樓自殺。
Officials from the university are reluctant to give interviews.校方官員們不愿接受采訪。
“We had a hard time calming down students who were shocked at the suicides,” said Zhang Jingyuan，one official of HUST.
“Media coverage may arouse some students’ negative emotions again.Suicide can be contagious,” Zhang said.他說，“媒體的報(bào)道將會(huì)再次引發(fā)學(xué)生的消極情緒，自殺是會(huì)傳染的�！�
The university reacted promptly to the first suicide on October 23.對(duì)于今年10月23號(hào)發(fā)生的第一起自殺事件，華中科技大學(xué)迅速做出應(yīng)急措施。
Advisors and class leaders conducted dorm-to-dorm checks to find students suffering depression.Then psychologists offered one-on-one counseling to them.輔導(dǎo)員和班長(zhǎng)們走訪了每個(gè)宿舍，找出遭遇抑郁的學(xué)生。然后，心理咨詢師會(huì)為這些學(xué)生提供一對(duì)一的心理咨詢。
Notice boards publicizing tips for identifying peers’ mental problems and offering help were set up in front of dorm buildings.Leaflets carrying similar information were handed out to each dorm.宿舍樓前豎起一些布告欄，為同學(xué)們普及關(guān)于如何發(fā)現(xiàn)身邊人遭遇心理問題并提供幫助的小貼士。印有類似內(nèi)容的小冊(cè)子也被分發(fā)給每個(gè)寢室。
However，the second suicide came seven days later.然而，七天后，第二起自殺事件發(fā)生了。
Both students were described as men of few words.Their schoolmates didn’t see anything to indicate suicide.據(jù)周圍人描述，這兩名學(xué)生都很少言寡語(yǔ)。他們的同學(xué)都沒有覺察到任何自殺前的征兆。
Zhang revealed that the two students had been bothered by mental disorders.But the school didn’t know this until the students’ close friends outside school and their parents unveiled the truth after the suicides.章勁元透露，這兩名學(xué)生曾經(jīng)飽受心理疾病的困擾。但是學(xué)校對(duì)此并不知情，他們校外的好友和家長(zhǎng)也是在自殺事件發(fā)生后才說出實(shí)情。
According to Zhang，there are only three full-time counselors working in the university’s counseling center for its 60,000 students.He complained: “It’s unrealistic to rely only on counselors to detect students’ mental problems.”據(jù)章勁元說，全校共有六萬名學(xué)生，但學(xué)校的心理咨詢中心只有三位全職心理咨詢師。他抱怨說：“僅僅依靠心理咨詢師來察覺學(xué)生的心理問題，這是不現(xiàn)實(shí)的�！�
Effective prevention comes from long-term education for life instead of temporary intervention to meet an emergency，said Hu Yi’an.Hu delivers a course of lectures on life and death at Guangzhou University.He worries that universities have paid little attention to education for life.有效的預(yù)防來自于長(zhǎng)期的生命教育，而并非遭遇緊急狀況時(shí)的臨時(shí)干預(yù)，胡毅安（音譯）說。他在廣州大學(xué)教授以生命和死亡為主題的課程。他為各大高校給予生命教育的關(guān)注少之又少而擔(dān)憂。
“Education for life helps students respect and love life so they won’t resort to ending their lives when they have difficulties,” said Hu.“生命教育可以幫助學(xué)生尊重、熱愛生命，這樣一來，當(dāng)他們遇到困難的時(shí)候就不會(huì)選擇結(jié)束生命了,” 胡毅安說。
According to Hu，the principles can be incorporated into everyday teaching.胡毅安還表示，這些觀念可以融入到日常教學(xué)中去。
Hu is also concerned that some universities are conveying discriminatory message that will hold back students from seeking help.胡老師也很擔(dān)心一些大學(xué)傳遞出帶有歧視性的信息會(huì)使得學(xué)生們不愿去尋求幫助。
When HUST conducted the dorm-to-dorm examination，students with poor academic performance were paid special attention.In March，Peking University also released a controversial policy，which required teachers to have a chat with students “with biased thinking”.當(dāng)華中科技大學(xué)校方挨個(gè)宿舍進(jìn)行走訪時(shí)，學(xué)習(xí)成績(jī)較差的學(xué)生也被給予了特別關(guān)照。三月份，北京大學(xué)也推行了一項(xiàng)備受爭(zhēng)議的政策，該新規(guī)要求教師們要找那些學(xué)生中的“激進(jìn)分子”談話。
However，Hu suggested that students step out of their comfort zone to seek real-life communication.

1. 1.

   The underlined word “reluctant” in paragraph 2 probably means “       ”.

   1. A.
      willing
   2. B.
      unhappy
   3. C.
      refused
   4. D.
      decided
2. 2.

   Which measure the university took to the first suicide is incorrect?

   1. A.
      Conducting checks to find out the students’ depression.
   2. B.
      Offering counseling to the students.
   3. C.
      Setting up notice boards publicizing tips for identifying peers’ mental problems and offering help.
   4. D.
      Handing out leaflets to each student.
3. 3.

   Which of the following is right according to the text?

   1. A.
      Officials of HUST were willing to give the details about the suicide.
   2. B.
      HUST didn’t respond to the first suicide.
   3. C.
      What the university about the suicide was a success.
   4. D.
      Their close friends and parents did know the students had mental disorder.
4. 4.

   What’s the main idea of the passage?

   1. A.
      Two students of HUST committed suicide.
   2. B.
      What can we do to prevent the student’s suicide?
   3. C.
      The reasons why the students committed suicide.
   4. D.
      The dangers in the universities in China.