It was also a journey of insight. What is Britain like? How does China communicate with a country so far away? I think I found the answer in the repeated greetings from strangers during early mornings in Oxford, in the melody of Jasmine Flower playing at the Oxford Playhouse, and in the festive atmosphere of Spring Festival celebrations in Manchester and London. We come from China and we belong to the world. In telling our own stories well, we inevitably meet a broader world.

Strolling across the campus of the University of Manchester, I felt as if I could see the footsteps of those Nobel laureates who once sought the truth here. Their spirit constantly inspires me to maintain my passion for knowledge and exploration during my academic journey. In classes, the British educational system emphasizes interaction and independent thinking, with experts encouraging us to express our ideas courageously and to promote personal growth through group discussions and practical assignments. This taught me how to confidently articulate my own viewpoints.

What impressed me most was the international communication short video group project. Our group chose the theme of "chopsticks," inspired by our observations and comparisons of local dining culture during our stay in the UK. Although our editing skills were not very sophisticated, we managed to complete the task on time after investing a lot of effort. The teacher's recognition and the praise from our classmates made us feel that all our efforts were worthwhile.

The study tour in the UK has brought me great gains. I witnessed century-old buildings and diverse cultures, made friends from China and abroad, and experienced different lifestyles. During visits to Manchester United and the Cadbury Chocolate Factory, I learned how to examine information dissemination and intercultural communication from a global perspective. This not only broadened my academic horizons but also filled me with anticipation for the future of globalization.

This physics practical class I attended in the UK left a deep impression on me. In class, the teacher designed many experiments using simple props, guiding us to carry out hands-on operations while explaining the underlying principles. This way of learning by doing made me realize that physics is no longer just formulas in textbooks, but a subject full of fun and mysteries. After this class, my interest in physics became much stronger, and I also began to seriously consider studying physics in depth in the future.

I am Zhou, a student in the third year of high school. During the summer vacation before entering my senior year, I went to the UK for a study tour with Ms. Guo, Ms. Wang, Mr. Luo, and other teachers.This course in engineering greatly benefited me. The teacher explained relevant knowledge in engineering, introduced the curriculum contents for three years of university, and guided us to make rockets during class, with our group successfully launching a rocket. The teacher spoke clearly and at a moderate pace, making it easy for everyone to understand. The explanations were engaging and provided ample opportunities for interaction.At first, I intended to study data science. However, when I listened to the mechanical engineering course taught by the teacher at Cambridge, I was deeply attracted. My grandfather had systematically studied engineering and often explained related knowledge to me when I was a child. In addition, I am good at physics at school, have good math grades, and have been exposed to computer science. These abilities fit perfectly with the core characteristics of mechanical engineering, which is based on physics and integrates mathematics and computer science. Therefore, I am confident that mechanical engineering is a more suitable major for me.

The Class mainly consisted of 4 parts, firstly the foundation of biology, modern Biology and the cause and treatment of cancer. The Part I found important was the cause and treatment of cancer. These years in middle school I got several chances to be exposed to cancer in either research or experience from the people in my life. These are the notes I toolk in class.I also asked a following up question on what and how to do and what it is like to applicate for medicine at Oxford University. Ms. Titiana told me to focus more on self statement and about who I am: personality, hobbies and why I enjoy Biology. I gained more confidence during my Questioning. This really helped me. She gave me her email and told me to ask for any help when needed.Today’s class has these inspirations on my understanding to the major and career I'm picking. Firstly, all the contents of the class are university level and I found I have hardly any unknown vocabulary. This proves that the subject is one of my strengths so it will be fairly easy to achieve. Secondly, I noted down some new information on the topic cancer that I did not come round before. With all these in mind and a wonderful encouragement by Dr. Titiana I have a much more powerful heart to achieve my medical student's dream: to become a doctor.

In the past few days in the UK, I participated in a total of six university-level classes, covering six subjects: mathematics, computer science, engineering, physics, law, economics, and biology. Among them, I am most interested in mathematics and computer science, both of which have been greatly inspiring to me. The teacher who taught us is a senior student currently pursuing a PhD in Mathematics at the University of Cambridge. First, he introduced us to an overview of Cambridge University, including the composition of the school, the characteristics of each college, and the Supervision system that is still maintained only at Oxford, Cambridge, and Durham. He also analyzed in detail the undergraduate curriculum arrangement for mathematics and AI majors for each of the four years, the daily schedule, as well as key points and tips for applications. Afterwards, the teacher led us in experiencing university-level mathematics and computer science classes together. In the mathematics class, he mainly explained Bayes statistics, vividly demonstrating the origin and use of each concept and formula by immersing us in different scenarios. In the computer science class, we learned about the concept of neural networks and the architecture and principles behind current large language models. We also discussed AI safety issues that arise from such technologies. The course content was very rich, and I benefited a lot from it—it further clarified my intended major for future university applications and made me realize deeply the importance of mathematics in the field of science and engineering.

I want to say, this truly was a dreamlike journey—this is not rhetorical or exaggeration. The beautiful memories of this trip were composed of many factors: different cultural differences, the fairytale-like beauty of England, kind and responsible teachers, energetic and ever-upbeat friends; if any of these elements were missing, this journey would not have left me with such wonderful memories. These wonderful memories will stay with me forever.

As an English major, I was fortunate to participate in a linguistics seminar during the study tour, where I met linguistic scholars from leading universities worldwide. I also met one of the founders of the MTI program and listened to his analysis on translation studies, which made me deeply feel the charm of language and broadened the scope of the word “language” in my mind.

Through this research study, I had the opportunity to enter Rolls-Royce, a globally renowned company in the fields of aircraft engine and automobile manufacturing. In the corporate exhibition hall, the aircraft engine with its inner structure revealed immediately attracted attention. This visit made me realize that great technological breakthroughs come from a relentless pursuit of detail, and it inspired me to approach the future study and exploration with awe and curiosity for technology, to dig out more of the unknown.

The series of lectures acted as a “knowledge patch library,” adding rich content to my cognitive puzzle. In the “Intercultural Communication” class, the teacher used examples from different cultures as “conflict puzzle pieces” to explain possible issues that might arise in communication, telling us we should use respect as glue and understanding as dovetailing, so we can build strong communication bridges.Practice is a “scene connector,” allowing me to experience the real pulse of the city firsthand. Searching for traces of the Industrial Revolution in Manchester, I wandered through ancient streets and museums, where steam locomotives and textile relics served as “historical puzzle pieces.” These let the textbook knowledge combine in three dimensions. I felt as though I saw busy workers and sensed both the glory and the pains the Industrial Revolution brought to the city.