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中国大学MOOC大学英语1（2024年秋期）作业答案

大学英语1（2024年秋期）

学校: 九八五题库

学校: 超星学习通

题目如下：

1. 1. Good teachers should encourage students to use their to express themselves and make them feel proud of what they can achieve.

答案: creativity

2. 2. I’ve made new friends and am at college. I think I’m enjoying being a college student.

答案: doing well

3. 3. People with disabilities want to be treated like everyone else and given equal opportunities. They do not want

答案: sympathy

4. 4. Life is full of . We should be strong enough to face up to them.

答案: challenges

5. 5. A great pianist does not succeed overnight. His skills are developed

答案: over time

6. 6. It is reported that millions of people in the US are not covered by health

答案: insurance

7. 7. The party really once again when the huge birthday cake was served.

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8. 8. The train must be running late; we should have got to Beijing

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9. 9. How determined one is to achieve one’s dream is clearly a sign that can be used to success

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10. 10. Setting a goal and going to achieve it can be a great test of one’s will and perseverance.

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11. 11. The doctor tried to prevent the spreading to other parts of the body.

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12. 12. I was told that my computer wasn’t powerful enough to run that

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13. 13. executives usually have high salaries.

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14. 14. The art exhibition is great; it’s a pity you don’t have time to go there but you can see it on your computer

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15. 15. The researchers are concerned about the increasing of the illness in the village.

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16. 1. I'm a tech fan and really like Apple products for their cool designs.

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17. 2. Instead of going to school,this disabled man taught himself through to college level.

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18. 3. If you ask me what is my reason for becoming a tearcher,I think I've always dreamed of becoming one because teaching is a creative job.

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19. 4. I personally don't believe that there's a way of telling in advance how successful a little kid will become twenty years from now.

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20. 5. I made up my mind to study computer scienc and became extremely intereted.

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21. 6. He will not easily give up and will continue his long search for happiness.

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22. 7. The questions were so simple that he easliy passed the test.

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23. 8. My father taught me to play traditional music on the flute when I was ten.

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24. 9. Since the debate(辩论)，it seems that Dr Smith"s point of view has become dominant.

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25. 1. The manager promised that I could ________ some of my chocolate for the shoes I wanted.

A. change

B. substitute

C. trade

D. bill

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26. 2. It’s a very popular play, so it will be wise to ________ seats well in advance.

A. buy

B. provide

C. book

D. take

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27. 3. _______, over 1600 houses, schools and hospitals were transferred to other places in 1953.

A. On the whole

B. In total

C. Rather

D. Totally

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28. 4. _______ he’d come to the door, he thought he might as well go in with the others to have a look.

A. Now that

B. However

C. Although

D. If

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29. 5. Peter prided himself on never getting ______ involved in his life.

A. physically

B. psychologically

C. emotionally

D. intelligently

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30. 6. Don’t resort to cheap copies; ________ for the real thing.

A. save

B. save up

C. make up

D. make of

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31. 7. William always gives the best advice on how to solve problems. However, _______, his opinion doesn’t count. I do find it funny!

A. during this time

B. for once

C. once again

D. for a time

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32. 8. This plan couldn’t help, _________ again, it probably couldn’t hurt.

A. rather

B. however

C. on the other side

D. but then

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33. 9. They complained that they had not been consulted properly by the council _______the work.

A. prior to

B. until

C. due to

D. regardless of

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34. 10. The town is ________ prosperous, bustling and busy — let’s keep it that way.

A. today

B. presently

C. lasting

D. enduring

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35. 1. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Growing up, I heard the word genius a lot. It was always my dad who brought it up. He liked to say, "You know, you're no genius!" I don't remember how I responded. Maybe I pretended not to hear. I wasn't the only problem. My dad didn't think my brother was a genius, either. By his standards, none of us measured up to Einstein. Apparently, this was a great disappointment. Dad worried that this would limit what we'd eventually achieve in life. Two years ago, I was fortunate enough to be awarded a MacArthur Fellowship, sometimes called the "genius grant." It is an award given by a secret committee that includes the top people in your field and decides you're doing important and creative work. I was surprised and grateful. Meanwhile, I had time to think about the situation. A girl who is told repeatedly that she's no genius ends up winning an award for being one. The award goes to her because she has discovered that what we eventually achieve may depend more on our great interest and perseverance than on our inborn talent. She has by then obtained degrees from some pretty tough schools, but in the third grade, she didn't test high enough for the gifted program. Her parents are Chinese immigrants (移民), but she didn't get lectured on the greatness of hard work. The morning the MacArthur was announced, my dad said to me, "I'm proud of you." I had so much to say in response, but instead I just said, "Thanks, Dad." I knew that my dad was proud of me. Still, part of me wanted to travel back in time to when I was a young girl. I'd tell him what I know now. I would say, "Dad, you think I'm no genius. I won't argue with that. You know plenty of people who are smarter than I am." I can imagine his head nodding in agreement. "But let me tell you something. I'm going to grow up to love my work as much as you love yours. I'll challenge myself every day. When I get knocked down, I'll get back up. I may not be the smartest person in the room, but I'll try my best to be the grittiest." And if he was still listening: "Over time, Dad, grit may matter more than talent." 21.Why did the author's father think of her as a problem?

A. She was a troublemaker and not a good student.

B. She felt that she was a genius while growing up.

C. She had no interest in science as her brother did.

D. She, like her brother, was not as smart as Einstein.

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

36. 2. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Growing up, I heard the word genius a lot. It was always my dad who brought it up. He liked to say, "You know, you're no genius!" I don't remember how I responded. Maybe I pretended not to hear. I wasn't the only problem. My dad didn't think my brother was a genius, either. By his standards, none of us measured up to Einstein. Apparently, this was a great disappointment. Dad worried that this would limit what we'd eventually achieve in life. Two years ago, I was fortunate enough to be awarded a MacArthur Fellowship, sometimes called the "genius grant." It is an award given by a secret committee that includes the top people in your field and decides you're doing important and creative work. I was surprised and grateful. Meanwhile, I had time to think about the situation. A girl who is told repeatedly that she's no genius ends up winning an award for being one. The award goes to her because she has discovered that what we eventually achieve may depend more on our great interest and perseverance than on our inborn talent. She has by then obtained degrees from some pretty tough schools, but in the third grade, she didn't test high enough for the gifted program. Her parents are Chinese immigrants (移民), but she didn't get lectured on the greatness of hard work. The morning the MacArthur was announced, my dad said to me, "I'm proud of you." I had so much to say in response, but instead I just said, "Thanks, Dad." I knew that my dad was proud of me. Still, part of me wanted to travel back in time to when I was a young girl. I'd tell him what I know now. I would say, "Dad, you think I'm no genius. I won't argue with that. You know plenty of people who are smarter than I am." I can imagine his head nodding in agreement. "But let me tell you something. I'm going to grow up to love my work as much as you love yours. I'll challenge myself every day. When I get knocked down, I'll get back up. I may not be the smartest person in the room, but I'll try my best to be the grittiest." And if he was still listening: "Over time, Dad, grit may matter more than talent." 22.Who receive the MacArthur Fellowship?

A. Those creative in their work.

B. People who discover geniuses.

C. The top people in their field.

D. Inspiring and successful children.

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

37. 3. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Growing up, I heard the word genius a lot. It was always my dad who brought it up. He liked to say, "You know, you're no genius!" I don't remember how I responded. Maybe I pretended not to hear. I wasn't the only problem. My dad didn't think my brother was a genius, either. By his standards, none of us measured up to Einstein. Apparently, this was a great disappointment. Dad worried that this would limit what we'd eventually achieve in life. Two years ago, I was fortunate enough to be awarded a MacArthur Fellowship, sometimes called the "genius grant." It is an award given by a secret committee that includes the top people in your field and decides you're doing important and creative work. I was surprised and grateful. Meanwhile, I had time to think about the situation. A girl who is told repeatedly that she's no genius ends up winning an award for being one. The award goes to her because she has discovered that what we eventually achieve may depend more on our great interest and perseverance than on our inborn talent. She has by then obtained degrees from some pretty tough schools, but in the third grade, she didn't test high enough for the gifted program. Her parents are Chinese immigrants (移民), but she didn't get lectured on the greatness of hard work. The morning the MacArthur was announced, my dad said to me, "I'm proud of you." I had so much to say in response, but instead I just said, "Thanks, Dad." I knew that my dad was proud of me. Still, part of me wanted to travel back in time to when I was a young girl. I'd tell him what I know now. I would say, "Dad, you think I'm no genius. I won't argue with that. You know plenty of people who are smarter than I am." I can imagine his head nodding in agreement. "But let me tell you something. I'm going to grow up to love my work as much as you love yours. I'll challenge myself every day. When I get knocked down, I'll get back up. I may not be the smartest person in the room, but I'll try my best to be the grittiest." And if he was still listening: "Over time, Dad, grit may matter more than talent." 23.What does the author say about the way she was educated and raised?

A. She was placed in the gifted program in grade school.

B. She graduated from universities with high standards.

C. She received special awards repeatedly at college.

D. She was often told by her parents to work hard.

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

38. 4. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Growing up, I heard the word genius a lot. It was always my dad who brought it up. He liked to say, "You know, you're no genius!" I don't remember how I responded. Maybe I pretended not to hear. I wasn't the only problem. My dad didn't think my brother was a genius, either. By his standards, none of us measured up to Einstein. Apparently, this was a great disappointment. Dad worried that this would limit what we'd eventually achieve in life. Two years ago, I was fortunate enough to be awarded a MacArthur Fellowship, sometimes called the "genius grant." It is an award given by a secret committee that includes the top people in your field and decides you're doing important and creative work. I was surprised and grateful. Meanwhile, I had time to think about the situation. A girl who is told repeatedly that she's no genius ends up winning an award for being one. The award goes to her because she has discovered that what we eventually achieve may depend more on our great interest and perseverance than on our inborn talent. She has by then obtained degrees from some pretty tough schools, but in the third grade, she didn't test high enough for the gifted program. Her parents are Chinese immigrants (移民), but she didn't get lectured on the greatness of hard work. The morning the MacArthur was announced, my dad said to me, "I'm proud of you." I had so much to say in response, but instead I just said, "Thanks, Dad." I knew that my dad was proud of me. Still, part of me wanted to travel back in time to when I was a young girl. I'd tell him what I know now. I would say, "Dad, you think I'm no genius. I won't argue with that. You know plenty of people who are smarter than I am." I can imagine his head nodding in agreement. "But let me tell you something. I'm going to grow up to love my work as much as you love yours. I'll challenge myself every day. When I get knocked down, I'll get back up. I may not be the smartest person in the room, but I'll try my best to be the grittiest." And if he was still listening: "Over time, Dad, grit may matter more than talent." 24.What did the author do to her father, who was proud of her winning the MacArthur?

A. She reminded him of what he used to say to her.

B. She told him that she always loved her work.

C. She actually said nothing to him but thanks.

D. She admitted that he was right in being strict.

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

39. 5. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Growing up, I heard the word genius a lot. It was always my dad who brought it up. He liked to say, "You know, you're no genius!" I don't remember how I responded. Maybe I pretended not to hear. I wasn't the only problem. My dad didn't think my brother was a genius, either. By his standards, none of us measured up to Einstein. Apparently, this was a great disappointment. Dad worried that this would limit what we'd eventually achieve in life. Two years ago, I was fortunate enough to be awarded a MacArthur Fellowship, sometimes called the "genius grant." It is an award given by a secret committee that includes the top people in your field and decides you're doing important and creative work. I was surprised and grateful. Meanwhile, I had time to think about the situation. A girl who is told repeatedly that she's no genius ends up winning an award for being one. The award goes to her because she has discovered that what we eventually achieve may depend more on our great interest and perseverance than on our inborn talent. She has by then obtained degrees from some pretty tough schools, but in the third grade, she didn't test high enough for the gifted program. Her parents are Chinese immigrants (移民), but she didn't get lectured on the greatness of hard work. The morning the MacArthur was announced, my dad said to me, "I'm proud of you." I had so much to say in response, but instead I just said, "Thanks, Dad." I knew that my dad was proud of me. Still, part of me wanted to travel back in time to when I was a young girl. I'd tell him what I know now. I would say, "Dad, you think I'm no genius. I won't argue with that. You know plenty of people who are smarter than I am." I can imagine his head nodding in agreement. "But let me tell you something. I'm going to grow up to love my work as much as you love yours. I'll challenge myself every day. When I get knocked down, I'll get back up. I may not be the smartest person in the room, but I'll try my best to be the grittiest." And if he was still listening: "Over time, Dad, grit may matter more than talent." 25.In the author's view, the secret of success is ______.

A. natural abilities

B. parenting

C. education

D. determination

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

40. 6. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Recently, researchers have been getting more and more interested in the role that mental motivation plays in academic achievement -- sometimes called "grit" or "growth mindset." Jordan Peterson, a professor of psychology at the University of Toronto, Canada, wondered whether writing could be shown to have some effect on student motivation. He created an undergraduate course called Maps of Meaning. In it, students complete a set of writing exercises that combine expressive writing with goal-setting. Students remember and examine important moments in their past, find out key personal motivations and create plans for the future, including particular goals and techniques to overcome obstacles. Peterson calls the two parts "past authoring" and "future authoring." "It completely turned my life around," says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse (滥用) and health problems and was going to drop out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants. In an early study at McGill University in Montreal, the course showed a powerful positive effect with at-risk students, reducing the number of students who drop out and increasing academic achievement. Peterson is seeking a larger audience for what he has called "self-authoring." He started a for-profit company and is selling a curriculum (课程设置) online. Brophy and Peterson have found a receptive audience in the Netherlands. At the Rotterdam School of Management, a shortened form of self-authoring has been required for all first-year students since 2011. (These are undergraduates -- they choose majors early in Europe). The latest paper, published in June, compares the performance of the first complete class of first-year students to use self-authoring with that of the three previous classes. Overall, the "self-authoring" students greatly improved the number of credits (学分) earned and their probability of staying in school. And after two years, group differences based on race in performance among the students had almost disappeared. The ethnic minorities (少数民族) in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds -- Africa, Asia and the Middle East. While the history and effect of race-related problems are different from those in the United States, the Netherlands still struggles with large differences in wealth and educational achievement among majority and minority groups. 26.What is the method used by Peterson to change student motivation?

A. He advises students to forget about failures in past courses.

B. He creates maps of future goals for students who need help.

C. He trains students in using proper techniques for their study.

D. He gives students writing tasks to examine and plan their lives.

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41. 7. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Recently, researchers have been getting more and more interested in the role that mental motivation plays in academic achievement -- sometimes called "grit" or "growth mindset." Jordan Peterson, a professor of psychology at the University of Toronto, Canada, wondered whether writing could be shown to have some effect on student motivation. He created an undergraduate course called Maps of Meaning. In it, students complete a set of writing exercises that combine expressive writing with goal-setting. Students remember and examine important moments in their past, find out key personal motivations and create plans for the future, including particular goals and techniques to overcome obstacles. Peterson calls the two parts "past authoring" and "future authoring." "It completely turned my life around," says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse (滥用) and health problems and was going to drop out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants. In an early study at McGill University in Montreal, the course showed a powerful positive effect with at-risk students, reducing the number of students who drop out and increasing academic achievement. Peterson is seeking a larger audience for what he has called "self-authoring." He started a for-profit company and is selling a curriculum (课程设置) online. Brophy and Peterson have found a receptive audience in the Netherlands. At the Rotterdam School of Management, a shortened form of self-authoring has been required for all first-year students since 2011. (These are undergraduates -- they choose majors early in Europe). The latest paper, published in June, compares the performance of the first complete class of first-year students to use self-authoring with that of the three previous classes. Overall, the "self-authoring" students greatly improved the number of credits (学分) earned and their probability of staying in school. And after two years, group differences based on race in performance among the students had almost disappeared. The ethnic minorities (少数民族) in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds -- Africa, Asia and the Middle East. While the history and effect of race-related problems are different from those in the United States, the Netherlands still struggles with large differences in wealth and educational achievement among majority and minority groups. 27.What does the author say about the positive effect of Peterson's course?

A. More students have started their companies.

B. More students have chosen to stay in school.

C. More students are willing to take risks in life.

D. More students are now choosing this course.

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

42. 8. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Recently, researchers have been getting more and more interested in the role that mental motivation plays in academic achievement -- sometimes called "grit" or "growth mindset." Jordan Peterson, a professor of psychology at the University of Toronto, Canada, wondered whether writing could be shown to have some effect on student motivation. He created an undergraduate course called Maps of Meaning. In it, students complete a set of writing exercises that combine expressive writing with goal-setting. Students remember and examine important moments in their past, find out key personal motivations and create plans for the future, including particular goals and techniques to overcome obstacles. Peterson calls the two parts "past authoring" and "future authoring." "It completely turned my life around," says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse (滥用) and health problems and was going to drop out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants. In an early study at McGill University in Montreal, the course showed a powerful positive effect with at-risk students, reducing the number of students who drop out and increasing academic achievement. Peterson is seeking a larger audience for what he has called "self-authoring." He started a for-profit company and is selling a curriculum (课程设置) online. Brophy and Peterson have found a receptive audience in the Netherlands. At the Rotterdam School of Management, a shortened form of self-authoring has been required for all first-year students since 2011. (These are undergraduates -- they choose majors early in Europe). The latest paper, published in June, compares the performance of the first complete class of first-year students to use self-authoring with that of the three previous classes. Overall, the "self-authoring" students greatly improved the number of credits (学分) earned and their probability of staying in school. And after two years, group differences based on race in performance among the students had almost disappeared. The ethnic minorities (少数民族) in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds -- Africa, Asia and the Middle East. While the history and effect of race-related problems are different from those in the United States, the Netherlands still struggles with large differences in wealth and educational achievement among majority and minority groups. 28.By "self-authoring," Peterson requires students to ______.

A. finish an online course to choose their majors

B. write about their past, present and future lives

C. imagine a larger audience for more courage

D. have more self-control in facing obstacles

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43. 9. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Recently, researchers have been getting more and more interested in the role that mental motivation plays in academic achievement -- sometimes called "grit" or "growth mindset." Jordan Peterson, a professor of psychology at the University of Toronto, Canada, wondered whether writing could be shown to have some effect on student motivation. He created an undergraduate course called Maps of Meaning. In it, students complete a set of writing exercises that combine expressive writing with goal-setting. Students remember and examine important moments in their past, find out key personal motivations and create plans for the future, including particular goals and techniques to overcome obstacles. Peterson calls the two parts "past authoring" and "future authoring." "It completely turned my life around," says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse (滥用) and health problems and was going to drop out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants. In an early study at McGill University in Montreal, the course showed a powerful positive effect with at-risk students, reducing the number of students who drop out and increasing academic achievement. Peterson is seeking a larger audience for what he has called "self-authoring." He started a for-profit company and is selling a curriculum (课程设置) online. Brophy and Peterson have found a receptive audience in the Netherlands. At the Rotterdam School of Management, a shortened form of self-authoring has been required for all first-year students since 2011. (These are undergraduates -- they choose majors early in Europe). The latest paper, published in June, compares the performance of the first complete class of first-year students to use self-authoring with that of the three previous classes. Overall, the "self-authoring" students greatly improved the number of credits (学分) earned and their probability of staying in school. And after two years, group differences based on race in performance among the students had almost disappeared. The ethnic minorities (少数民族) in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds -- Africa, Asia and the Middle East. While the history and effect of race-related problems are different from those in the United States, the Netherlands still struggles with large differences in wealth and educational achievement among majority and minority groups. 29.What is the finding of Peterson's study of "self-authoring"?

A. The students were all making good progress in their study.

B. The minority students had difficulty catching up with others.

C. The students' performance showed differences across races.

D. One fifth of the students earned more credits to stay in school.

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44. 10. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Recently, researchers have been getting more and more interested in the role that mental motivation plays in academic achievement -- sometimes called "grit" or "growth mindset." Jordan Peterson, a professor of psychology at the University of Toronto, Canada, wondered whether writing could be shown to have some effect on student motivation. He created an undergraduate course called Maps of Meaning. In it, students complete a set of writing exercises that combine expressive writing with goal-setting. Students remember and examine important moments in their past, find out key personal motivations and create plans for the future, including particular goals and techniques to overcome obstacles. Peterson calls the two parts "past authoring" and "future authoring." "It completely turned my life around," says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse (滥用) and health problems and was going to drop out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants. In an early study at McGill University in Montreal, the course showed a powerful positive effect with at-risk students, reducing the number of students who drop out and increasing academic achievement. Peterson is seeking a larger audience for what he has called "self-authoring." He started a for-profit company and is selling a curriculum (课程设置) online. Brophy and Peterson have found a receptive audience in the Netherlands. At the Rotterdam School of Management, a shortened form of self-authoring has been required for all first-year students since 2011. (These are undergraduates -- they choose majors early in Europe). The latest paper, published in June, compares the performance of the first complete class of first-year students to use self-authoring with that of the three previous classes. Overall, the "self-authoring" students greatly improved the number of credits (学分) earned and their probability of staying in school. And after two years, group differences based on race in performance among the students had almost disappeared. The ethnic minorities (少数民族) in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds -- Africa, Asia and the Middle East. While the history and effect of race-related problems are different from those in the United States, the Netherlands still struggles with large differences in wealth and educational achievement among majority and minority groups. 30.What does the author say about the race-related problems in the Netherlands?

A. They are more serious than those in the US.

B. Second-generation immigrants choose to go to college.

C. Minority people are not as rich and educated as those in the majority.

D. The history of treating other races badly is not easy to forget.

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45. 1. An unexpected strength of the book is the chance it affords Jeffrey Mason, one of the original detectives who doubted Marie, to ______ his mistakes.

A. date back

B. date to

C. look back on

D. look onto

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46. 2. It reminded me of George Clooney's role in Up in the Air, __________ homeless and alone.

A. primarily

B. ultimately

C. essentially

D. basically

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47. 3. They sacrificed their future to save the life of their son. It does fill me with a lot of __________ and shame.

A. guilt

B. debt

C. thank

D. innocence

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48. 4. The term parade is __________ the Latin word parare, to prepare - in a military context - for war.

A. incorporate of

B. part of

C. acquired from

D. derived from

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49. 5. My Facebook feed was full of moans and groans related to - you guessed it - __________ weather.

A. miserable

B. delightful

C. attractive

D. meaningless

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50. 6. Jimmy Kimmel ________ Trump’s claim to being a “genius”, noting a website that used software to show Trump speaks at a fourth-grade reading level.

A. opened up

B. held onto

C. poked fun at

D. kept up with

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51. 7. Only before the show starts __________ enter the music hall.

A. can you

B. you can

C. should you

D. you should

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52. 8. It’s time __________ ready for work.

A. getting

B. to get

C. get

D. got

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53. 9. Costa Rica suffers a __________ circle in which the voters seek new political actors who fare as badly as the old ones.

A. virtuous

B. vicious

C. positive

D. negative

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54. 10. Women are __________ the equality in workplace.

A. striving against

B. striking against

C. striking for

D. striving for

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55. 1. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One The boy has gone off to college now. And here I am, left with all the peace and quiet I have learned not to miss. I was not a man who wished for children. It seemed quite opposite to the idea of human happiness. I was single most of my life, and parenthood was something that caused other people to suffer. I watched it from a distance, and trembled with horror. When they were small, children seemed to scream for no apparent reason. As teenagers, they seemed to lose all sanity (神智正常), with moods (情绪) changing back and forth, while listening to music with more bad language than my uncles used when drunk. In between babyhood and high school graduation (if their parents were lucky), they were mostly just unclean. Then one entered my life. I did not plan on him. He just came in the package, like the ninth piece of chicken in an eight-piece box, and, in time, made me pay for all the happiness I had enjoyed. He was 11 when he appeared, past the screaming years and before the age where everything that fell from my mouth was considered stupid. I got him in the unclean years, when I tried to avoid close contact with him because I was never quite certain where he had been. This is the child who once licked spaghetti sauce off the underside of his arm. No more needs to be said. When he discovered girls he got much cleaner, but suddenly I was unfit to be around. I always said the wrong thing, or too loud a thing. When he had a girl over, I had to go to whatever room he was farthest from. "I used to be cool," I said. "Some people think I still am." He gave me a pitying look. So did his mom. And now he is gone to college and I miss him, which is how I know there is indeed a God and He is good at playing tricks, and knows how to make a man pay for his transgressions (罪过). He remembers that long ago I felt annoyed in my airplane seat, thinking over and over that the screaming baby behind me should've been left at home, even if it meant her grandparents wouldn't see her until Christmas. I am not alone in this sadness in our house, in this empty nest. I barely even had a nest, before it was empty, though I guess I have no one to blame but me. His mom misses him, too, of course. Even the dog misses him. The dog loved the boy. Woody Bo met him every day at the door after school, knowing he was home because every time the boy locked his car, it gave a short, quick honk (喇叭声). Woody who is too fat to jump (usually), shot into the air at the sound, destroying furniture on a mad dash to the door. A dog should love his boy, I suppose. His world is in pieces now. The boy has been gone for months. The dog will not even go in his room -- not one time since he left. Recently, my wife had to use the boy's car and, unsure if she had locked it, aimed the remote control (遥控) thing at the window and pressed "lock." The horn gave its quick honk, and the dog shot into the air and raced to the door, his tail wagging (摇). He sat there a long time. I guess I know how he feels. 21. What did the author think of having children before?

A. He didn't want children because he didn't think they could bring happiness.

B. He remained single because he thought parents could make children suffer.

C. He liked children because they were fun with craziness and various moods.

D. He liked to watch children play from a distance when they were dirty all over.

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56. 2. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One The boy has gone off to college now. And here I am, left with all the peace and quiet I have learned not to miss. I was not a man who wished for children. It seemed quite opposite to the idea of human happiness. I was single most of my life, and parenthood was something that caused other people to suffer. I watched it from a distance, and trembled with horror. When they were small, children seemed to scream for no apparent reason. As teenagers, they seemed to lose all sanity (神智正常), with moods (情绪) changing back and forth, while listening to music with more bad language than my uncles used when drunk. In between babyhood and high school graduation (if their parents were lucky), they were mostly just unclean. Then one entered my life. I did not plan on him. He just came in the package, like the ninth piece of chicken in an eight-piece box, and, in time, made me pay for all the happiness I had enjoyed. He was 11 when he appeared, past the screaming years and before the age where everything that fell from my mouth was considered stupid. I got him in the unclean years, when I tried to avoid close contact with him because I was never quite certain where he had been. This is the child who once licked spaghetti sauce off the underside of his arm. No more needs to be said. When he discovered girls he got much cleaner, but suddenly I was unfit to be around. I always said the wrong thing, or too loud a thing. When he had a girl over, I had to go to whatever room he was farthest from. "I used to be cool," I said. "Some people think I still am." He gave me a pitying look. So did his mom. And now he is gone to college and I miss him, which is how I know there is indeed a God and He is good at playing tricks, and knows how to make a man pay for his transgressions (罪过). He remembers that long ago I felt annoyed in my airplane seat, thinking over and over that the screaming baby behind me should've been left at home, even if it meant her grandparents wouldn't see her until Christmas. I am not alone in this sadness in our house, in this empty nest. I barely even had a nest, before it was empty, though I guess I have no one to blame but me. His mom misses him, too, of course. Even the dog misses him. The dog loved the boy. Woody Bo met him every day at the door after school, knowing he was home because every time the boy locked his car, it gave a short, quick honk (喇叭声). Woody who is too fat to jump (usually), shot into the air at the sound, destroying furniture on a mad dash to the door. A dog should love his boy, I suppose. His world is in pieces now. The boy has been gone for months. The dog will not even go in his room -- not one time since he left. Recently, my wife had to use the boy's car and, unsure if she had locked it, aimed the remote control (遥控) thing at the window and pressed "lock." The horn gave its quick honk, and the dog shot into the air and raced to the door, his tail wagging (摇). He sat there a long time. I guess I know how he feels. 22.What do we learn about the author's relationship with his son from the passage?

A. He had his son after eleven years of marriage.

B. His son is from his wife's previous marriage.

C. He enjoys becoming his son's close friend.

D. His son made him talk the way a father should.

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57. 3. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One The boy has gone off to college now. And here I am, left with all the peace and quiet I have learned not to miss. I was not a man who wished for children. It seemed quite opposite to the idea of human happiness. I was single most of my life, and parenthood was something that caused other people to suffer. I watched it from a distance, and trembled with horror. When they were small, children seemed to scream for no apparent reason. As teenagers, they seemed to lose all sanity (神智正常), with moods (情绪) changing back and forth, while listening to music with more bad language than my uncles used when drunk. In between babyhood and high school graduation (if their parents were lucky), they were mostly just unclean. Then one entered my life. I did not plan on him. He just came in the package, like the ninth piece of chicken in an eight-piece box, and, in time, made me pay for all the happiness I had enjoyed. He was 11 when he appeared, past the screaming years and before the age where everything that fell from my mouth was considered stupid. I got him in the unclean years, when I tried to avoid close contact with him because I was never quite certain where he had been. This is the child who once licked spaghetti sauce off the underside of his arm. No more needs to be said. When he discovered girls he got much cleaner, but suddenly I was unfit to be around. I always said the wrong thing, or too loud a thing. When he had a girl over, I had to go to whatever room he was farthest from. "I used to be cool," I said. "Some people think I still am." He gave me a pitying look. So did his mom. And now he is gone to college and I miss him, which is how I know there is indeed a God and He is good at playing tricks, and knows how to make a man pay for his transgressions (罪过). He remembers that long ago I felt annoyed in my airplane seat, thinking over and over that the screaming baby behind me should've been left at home, even if it meant her grandparents wouldn't see her until Christmas. I am not alone in this sadness in our house, in this empty nest. I barely even had a nest, before it was empty, though I guess I have no one to blame but me. His mom misses him, too, of course. Even the dog misses him. The dog loved the boy. Woody Bo met him every day at the door after school, knowing he was home because every time the boy locked his car, it gave a short, quick honk (喇叭声). Woody who is too fat to jump (usually), shot into the air at the sound, destroying furniture on a mad dash to the door. A dog should love his boy, I suppose. His world is in pieces now. The boy has been gone for months. The dog will not even go in his room -- not one time since he left. Recently, my wife had to use the boy's car and, unsure if she had locked it, aimed the remote control (遥控) thing at the window and pressed "lock." The horn gave its quick honk, and the dog shot into the air and raced to the door, his tail wagging (摇). He sat there a long time. I guess I know how he feels. 23.What was the author's past view of teenagers?

A. They had a very bad taste for music.

B. Most of them liked to keep themselves clean.

C. They spoke bad language like his drunk uncle.

D. Few of them were lucky to have good parents.

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58. 4. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One The boy has gone off to college now. And here I am, left with all the peace and quiet I have learned not to miss. I was not a man who wished for children. It seemed quite opposite to the idea of human happiness. I was single most of my life, and parenthood was something that caused other people to suffer. I watched it from a distance, and trembled with horror. When they were small, children seemed to scream for no apparent reason. As teenagers, they seemed to lose all sanity (神智正常), with moods (情绪) changing back and forth, while listening to music with more bad language than my uncles used when drunk. In between babyhood and high school graduation (if their parents were lucky), they were mostly just unclean. Then one entered my life. I did not plan on him. He just came in the package, like the ninth piece of chicken in an eight-piece box, and, in time, made me pay for all the happiness I had enjoyed. He was 11 when he appeared, past the screaming years and before the age where everything that fell from my mouth was considered stupid. I got him in the unclean years, when I tried to avoid close contact with him because I was never quite certain where he had been. This is the child who once licked spaghetti sauce off the underside of his arm. No more needs to be said. When he discovered girls he got much cleaner, but suddenly I was unfit to be around. I always said the wrong thing, or too loud a thing. When he had a girl over, I had to go to whatever room he was farthest from. "I used to be cool," I said. "Some people think I still am." He gave me a pitying look. So did his mom. And now he is gone to college and I miss him, which is how I know there is indeed a God and He is good at playing tricks, and knows how to make a man pay for his transgressions (罪过). He remembers that long ago I felt annoyed in my airplane seat, thinking over and over that the screaming baby behind me should've been left at home, even if it meant her grandparents wouldn't see her until Christmas. I am not alone in this sadness in our house, in this empty nest. I barely even had a nest, before it was empty, though I guess I have no one to blame but me. His mom misses him, too, of course. Even the dog misses him. The dog loved the boy. Woody Bo met him every day at the door after school, knowing he was home because every time the boy locked his car, it gave a short, quick honk (喇叭声). Woody who is too fat to jump (usually), shot into the air at the sound, destroying furniture on a mad dash to the door. A dog should love his boy, I suppose. His world is in pieces now. The boy has been gone for months. The dog will not even go in his room -- not one time since he left. Recently, my wife had to use the boy's car and, unsure if she had locked it, aimed the remote control (遥控) thing at the window and pressed "lock." The horn gave its quick honk, and the dog shot into the air and raced to the door, his tail wagging (摇). He sat there a long time. I guess I know how he feels. 24.The author mentions that he knows there is a God because ______.

A. he can't believe that his son can go to college

B. he feels amazed that his son has made such a big change

C. he is glad that he can let go of his son when he goes to college

D. he believes he's being punished as a father missing his son now

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59. 5. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One The boy has gone off to college now. And here I am, left with all the peace and quiet I have learned not to miss. I was not a man who wished for children. It seemed quite opposite to the idea of human happiness. I was single most of my life, and parenthood was something that caused other people to suffer. I watched it from a distance, and trembled with horror. When they were small, children seemed to scream for no apparent reason. As teenagers, they seemed to lose all sanity (神智正常), with moods (情绪) changing back and forth, while listening to music with more bad language than my uncles used when drunk. In between babyhood and high school graduation (if their parents were lucky), they were mostly just unclean. Then one entered my life. I did not plan on him. He just came in the package, like the ninth piece of chicken in an eight-piece box, and, in time, made me pay for all the happiness I had enjoyed. He was 11 when he appeared, past the screaming years and before the age where everything that fell from my mouth was considered stupid. I got him in the unclean years, when I tried to avoid close contact with him because I was never quite certain where he had been. This is the child who once licked spaghetti sauce off the underside of his arm. No more needs to be said. When he discovered girls he got much cleaner, but suddenly I was unfit to be around. I always said the wrong thing, or too loud a thing. When he had a girl over, I had to go to whatever room he was farthest from. "I used to be cool," I said. "Some people think I still am." He gave me a pitying look. So did his mom. And now he is gone to college and I miss him, which is how I know there is indeed a God and He is good at playing tricks, and knows how to make a man pay for his transgressions (罪过). He remembers that long ago I felt annoyed in my airplane seat, thinking over and over that the screaming baby behind me should've been left at home, even if it meant her grandparents wouldn't see her until Christmas. I am not alone in this sadness in our house, in this empty nest. I barely even had a nest, before it was empty, though I guess I have no one to blame but me. His mom misses him, too, of course. Even the dog misses him. The dog loved the boy. Woody Bo met him every day at the door after school, knowing he was home because every time the boy locked his car, it gave a short, quick honk (喇叭声). Woody who is too fat to jump (usually), shot into the air at the sound, destroying furniture on a mad dash to the door. A dog should love his boy, I suppose. His world is in pieces now. The boy has been gone for months. The dog will not even go in his room -- not one time since he left. Recently, my wife had to use the boy's car and, unsure if she had locked it, aimed the remote control (遥控) thing at the window and pressed "lock." The horn gave its quick honk, and the dog shot into the air and raced to the door, his tail wagging (摇). He sat there a long time. I guess I know how he feels. 25.What does the author say about their dog?

A. He is eager to jump into the car to see my son at his college.

B. He is worried that my son might take him away from us.

C. He is mad about my son's car being used by somebody else.

D. He is sad and disappointed that my son does not show up.

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60. 6. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two When Mengshi Zhao arrived at Michigan State University last summer, it took some getting used to. The grassy views of the upper Midwest were different from China's overcrowded cityscapes. He had free time to fill, unlike his strictly controlled high-school days, when he was awakened before dawn and required study sessions lasted late into the night. And American food -- it wasn't so tasty, he thought. But one thing was the same: All around him were Chinese students. Mengshi's dorm, McDonel Hall, sometimes seemed as if it belonged back in China. At meals, chatter in Mandarin Chinese mixed with the clink of forks and dishes. Waiting for the campus bus were always groups of Chinese students; it was easy to fall into conversation. Nearly 1,000 incoming freshmen at Michigan State last fall -- roughly one in eight new students -- were from China. That proportion (比例) was made yet more surprising by this fact: Just six years earlier, fewer than 100 Chinese undergraduates, total, were enrolled here. In 2012, by contrast, more students starting their freshman year called China home than those who came from Illinois, Indiana, Ohio, Pennsylvania, and Wisconsin combined. It's a significant shift at a university that has been called "a big Michigan high school." Michigan State isn't the only college, of course, with a fast growing Chinese population. In the fall of 2011, nearly 200,000 Chinese families sent their children off to study in the United States, almost double the number of any other country and twice as many as five years earlier. Most will return home with what they came for -- an American degree. But will they get an American education? Are these two things really different, after all? The Chinese students who come to Michigan State and universities like it are unquestionably book smart. But a college education is meant to be more than a credential (文凭), most educators would agree, one that is measured not so much in grades as in learning, exploring, testing new waters. Will Chinese students take away its full value if they graduate with a 4.0 but few American friends? If limited English holds them back during class discussions? If the pressure to study keeps them from socializing? Students like Mengshi have come so very far for an American education. But some wonder if it's far enough. 26.Why did it take some getting used to on Mengshi's arrival at Michigan State?

A. He saw open green space as well as tall buildings.

B. He had to plan his own time for his life and study.

C. He did not like the large amount of food served.

D. He missed his high school days with lots of friends.

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61. 7. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two When Mengshi Zhao arrived at Michigan State University last summer, it took some getting used to. The grassy views of the upper Midwest were different from China's overcrowded cityscapes. He had free time to fill, unlike his strictly controlled high-school days, when he was awakened before dawn and required study sessions lasted late into the night. And American food -- it wasn't so tasty, he thought. But one thing was the same: All around him were Chinese students. Mengshi's dorm, McDonel Hall, sometimes seemed as if it belonged back in China. At meals, chatter in Mandarin Chinese mixed with the clink of forks and dishes. Waiting for the campus bus were always groups of Chinese students; it was easy to fall into conversation. Nearly 1,000 incoming freshmen at Michigan State last fall -- roughly one in eight new students -- were from China. That proportion (比例) was made yet more surprising by this fact: Just six years earlier, fewer than 100 Chinese undergraduates, total, were enrolled here. In 2012, by contrast, more students starting their freshman year called China home than those who came from Illinois, Indiana, Ohio, Pennsylvania, and Wisconsin combined. It's a significant shift at a university that has been called "a big Michigan high school." Michigan State isn't the only college, of course, with a fast growing Chinese population. In the fall of 2011, nearly 200,000 Chinese families sent their children off to study in the United States, almost double the number of any other country and twice as many as five years earlier. Most will return home with what they came for -- an American degree. But will they get an American education? Are these two things really different, after all? The Chinese students who come to Michigan State and universities like it are unquestionably book smart. But a college education is meant to be more than a credential (文凭), most educators would agree, one that is measured not so much in grades as in learning, exploring, testing new waters. Will Chinese students take away its full value if they graduate with a 4.0 but few American friends? If limited English holds them back during class discussions? If the pressure to study keeps them from socializing? Students like Mengshi have come so very far for an American education. But some wonder if it's far enough. 27.According to the author's observation of Chinese students, living on the campus of Michigan State is ______.

A. convenient with restaurants and bus services

B. challenging because of cultural differences

C. boring when they have to eat American food

D. quite similar socially to living back in China

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62. 8. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two When Mengshi Zhao arrived at Michigan State University last summer, it took some getting used to. The grassy views of the upper Midwest were different from China's overcrowded cityscapes. He had free time to fill, unlike his strictly controlled high-school days, when he was awakened before dawn and required study sessions lasted late into the night. And American food -- it wasn't so tasty, he thought. But one thing was the same: All around him were Chinese students. Mengshi's dorm, McDonel Hall, sometimes seemed as if it belonged back in China. At meals, chatter in Mandarin Chinese mixed with the clink of forks and dishes. Waiting for the campus bus were always groups of Chinese students; it was easy to fall into conversation. Nearly 1,000 incoming freshmen at Michigan State last fall -- roughly one in eight new students -- were from China. That proportion (比例) was made yet more surprising by this fact: Just six years earlier, fewer than 100 Chinese undergraduates, total, were enrolled here. In 2012, by contrast, more students starting their freshman year called China home than those who came from Illinois, Indiana, Ohio, Pennsylvania, and Wisconsin combined. It's a significant shift at a university that has been called "a big Michigan high school." Michigan State isn't the only college, of course, with a fast growing Chinese population. In the fall of 2011, nearly 200,000 Chinese families sent their children off to study in the United States, almost double the number of any other country and twice as many as five years earlier. Most will return home with what they came for -- an American degree. But will they get an American education? Are these two things really different, after all? The Chinese students who come to Michigan State and universities like it are unquestionably book smart. But a college education is meant to be more than a credential (文凭), most educators would agree, one that is measured not so much in grades as in learning, exploring, testing new waters. Will Chinese students take away its full value if they graduate with a 4.0 but few American friends? If limited English holds them back during class discussions? If the pressure to study keeps them from socializing? Students like Mengshi have come so very far for an American education. But some wonder if it's far enough. 28.What do we learn about the growing of Chinese student population at Michigan State?

A. About eighteen percent of the total student population is Chinese.

B. The number has increased about ten times compared with six years ago.

C. Chinese students from other states have changed to study at Michigan State.

D. The increase is also due to the number of Chinese students in local high schools.

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63. 9. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two When Mengshi Zhao arrived at Michigan State University last summer, it took some getting used to. The grassy views of the upper Midwest were different from China's overcrowded cityscapes. He had free time to fill, unlike his strictly controlled high-school days, when he was awakened before dawn and required study sessions lasted late into the night. And American food -- it wasn't so tasty, he thought. But one thing was the same: All around him were Chinese students. Mengshi's dorm, McDonel Hall, sometimes seemed as if it belonged back in China. At meals, chatter in Mandarin Chinese mixed with the clink of forks and dishes. Waiting for the campus bus were always groups of Chinese students; it was easy to fall into conversation. Nearly 1,000 incoming freshmen at Michigan State last fall -- roughly one in eight new students -- were from China. That proportion (比例) was made yet more surprising by this fact: Just six years earlier, fewer than 100 Chinese undergraduates, total, were enrolled here. In 2012, by contrast, more students starting their freshman year called China home than those who came from Illinois, Indiana, Ohio, Pennsylvania, and Wisconsin combined. It's a significant shift at a university that has been called "a big Michigan high school." Michigan State isn't the only college, of course, with a fast growing Chinese population. In the fall of 2011, nearly 200,000 Chinese families sent their children off to study in the United States, almost double the number of any other country and twice as many as five years earlier. Most will return home with what they came for -- an American degree. But will they get an American education? Are these two things really different, after all? The Chinese students who come to Michigan State and universities like it are unquestionably book smart. But a college education is meant to be more than a credential (文凭), most educators would agree, one that is measured not so much in grades as in learning, exploring, testing new waters. Will Chinese students take away its full value if they graduate with a 4.0 but few American friends? If limited English holds them back during class discussions? If the pressure to study keeps them from socializing? Students like Mengshi have come so very far for an American education. But some wonder if it's far enough. 29.What does the author believe college education should be more about?

A. Pursuing a degree from an American university.

B. Being book smart and graduating with a 4.0.

C. Taking away the full value of various pressures.

D. Trying new learning and cultural experiences.

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64. 10. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two When Mengshi Zhao arrived at Michigan State University last summer, it took some getting used to. The grassy views of the upper Midwest were different from China's overcrowded cityscapes. He had free time to fill, unlike his strictly controlled high-school days, when he was awakened before dawn and required study sessions lasted late into the night. And American food -- it wasn't so tasty, he thought. But one thing was the same: All around him were Chinese students. Mengshi's dorm, McDonel Hall, sometimes seemed as if it belonged back in China. At meals, chatter in Mandarin Chinese mixed with the clink of forks and dishes. Waiting for the campus bus were always groups of Chinese students; it was easy to fall into conversation. Nearly 1,000 incoming freshmen at Michigan State last fall -- roughly one in eight new students -- were from China. That proportion (比例) was made yet more surprising by this fact: Just six years earlier, fewer than 100 Chinese undergraduates, total, were enrolled here. In 2012, by contrast, more students starting their freshman year called China home than those who came from Illinois, Indiana, Ohio, Pennsylvania, and Wisconsin combined. It's a significant shift at a university that has been called "a big Michigan high school." Michigan State isn't the only college, of course, with a fast growing Chinese population. In the fall of 2011, nearly 200,000 Chinese families sent their children off to study in the United States, almost double the number of any other country and twice as many as five years earlier. Most will return home with what they came for -- an American degree. But will they get an American education? Are these two things really different, after all? The Chinese students who come to Michigan State and universities like it are unquestionably book smart. But a college education is meant to be more than a credential (文凭), most educators would agree, one that is measured not so much in grades as in learning, exploring, testing new waters. Will Chinese students take away its full value if they graduate with a 4.0 but few American friends? If limited English holds them back during class discussions? If the pressure to study keeps them from socializing? Students like Mengshi have come so very far for an American education. But some wonder if it's far enough. 30.What does the author mean by saying "some wonder if it's far enough" at the end of the passage?

A. Whether Chinese students are experiencing something new is questionable.

B. Chinese students need to work hard to meet American academic standards.

C. As people from China, students also need to learn about their own culture.

D. It is impressive that Chinese students have the courage to study in the US.

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