英语高手请进！！谢谢！英语完型填空(06),惨无人睹！ 20
首先在这里先说明一下情况，因为我的错题是考试的历年真题来的。同时这次的考试对我来说很重要，希望各位前辈能够帮助我，谨慎作答，因为我会完全相信你们的答案的！谢谢！（若选项用...
首先在这里先说明一下情况，因为我的错题是考试的历年真题来的。同时这次的考试对我来说很重要，希望各位前辈能够帮助我，谨慎作答，因为我会完全相信你们的答案的！谢谢！（若选项用到的语法点，请解析清楚，谢谢）
Large lecture classes are frequently regarded as a necessary evil. Such classes have to be 56 in many colleges and universities to meet high student 57 with limited faculty resources, 58 teaching a large lecture class can be a 59 task. Lecture halls are 60 large, barren, and foreboding. It is difficult to get to know students. Students may seem 61 in the impersonal environment and may 62 read newspapers or even leave class in the middle of a lecture. Written work by the students seems out of the 63 .
Although the challenges of teaching a large lecture class are strong, they are possible to get over. The 64 is to develop innovative methods of classroom instruction that can 65 ,if not eliminate, many of the difficulties 66 in the mass class. In fact, we have 67 at Kent State University teaching techniques which help make a large lecture class more like a small 68 .
Now those 74 report enjoying their new status as’ juniorprofessors, “gaining avery different 75 on collegeeducation by being on”the otherside of the desk, “learning agreat deal about the subject matter, and improving their own writing as adirect result of grading other students”paper. 展开
Large lecture classes are frequently regarded as a necessary evil. Such classes have to be 56 in many colleges and universities to meet high student 57 with limited faculty resources, 58 teaching a large lecture class can be a 59 task. Lecture halls are 60 large, barren, and foreboding. It is difficult to get to know students. Students may seem 61 in the impersonal environment and may 62 read newspapers or even leave class in the middle of a lecture. Written work by the students seems out of the 63 .
Although the challenges of teaching a large lecture class are strong, they are possible to get over. The 64 is to develop innovative methods of classroom instruction that can 65 ,if not eliminate, many of the difficulties 66 in the mass class. In fact, we have 67 at Kent State University teaching techniques which help make a large lecture class more like a small 68 .
Now those 74 report enjoying their new status as’ juniorprofessors, “gaining avery different 75 on collegeeducation by being on”the otherside of the desk, “learning agreat deal about the subject matter, and improving their own writing as adirect result of grading other students”paper. 展开
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Large lecture classes are frequentlyregarded as a necessary evil. Such classes have to be 56 in many colleges anduniversities to meet high student 57 with limited faculty resources, 58teaching a large lecture class can be a 59 task. Lecture halls are 60 large,barren, and foreboding. It is difficult to get to know students. Students mayseem 61 in the impersonal environment and may 62 read newspapers or even leaveclass in the middle of a lecture. Written work by the students seems out of the63 .
Although thechallenges of teaching a large lecture class are strong, they are possible toget over. The 64 is to develop innovative methods of classroom instruction thatcan 65 ,if not eliminate, many of the difficulties 66 in the mass class. Infact, we have 67 at Kent State Universityteaching techniques which help make a large lecture class more like a small 68.
An 69 butimportant benefit of teaching the course the course 70 this manner has involvedthe activities of the teaching 71 who help us mark students’ written work. The facultyinstructor originally decided to ask the TAs for help 72 this was the only practicalway to 73 that all the papers could be evaluated. Now those 74 report enjoyingtheir new status as’ junior professors, “gaining a very different 75 on collegeeducation by being on”the other side of the desk, “learning a great deal aboutthe subject matter, and improving their own writing as a direct result ofgrading other students”paper.
56.A.made B. taken C. selected选择 D.offered
57.A.request B. demand C.challenge D. requirement
58.A.and B.but C. although D. unless
59.A.competitive B. rewarding C. routine D. formidable
60.A.spaciously B. exceptionally C.typically D. unusually
61.A.interested B. delighted C. tired D. bored
62.A.frequently B. delightedly C.inevitably D. unexpectedly
63.A.class B. problem C. question D. answer
64.A.challenge B. difficulty C.problem D. solution
65.A.overcome B. reduce C. meet D. improve
66.A.injected B. integrate C. inherent D. inherited
67.A.introduced B. made C. practiced D. revised
68.A.seminar B. classroom C. discussion D. course
69.A.incredible B. obscure C.unanticipated D. inspiring
70.A.through B. at C. in D. by
71.A.students B. instructors C.professors D. assistants
72.A.so that B. although C. when D. because
73.A.ensure B. assure C. decide D. report
74.A.new teachers B. senior students C.associate professors D. part-timeinstructors
75.A.inspiration B. expectation C.stimulation D. perspective Part IV Writing
56.C 57.C 58.A 59.A 60.D 61.B 62.B 63.D 64.C 65.A 66.B 67.C 68.B 69.A 70.D 71.D 72.B 73.D 74.C 75.B
来自：
http://kaoshi.yjbys.com/zikao/39405_2.html
Although thechallenges of teaching a large lecture class are strong, they are possible toget over. The 64 is to develop innovative methods of classroom instruction thatcan 65 ,if not eliminate, many of the difficulties 66 in the mass class. Infact, we have 67 at Kent State Universityteaching techniques which help make a large lecture class more like a small 68.
An 69 butimportant benefit of teaching the course the course 70 this manner has involvedthe activities of the teaching 71 who help us mark students’ written work. The facultyinstructor originally decided to ask the TAs for help 72 this was the only practicalway to 73 that all the papers could be evaluated. Now those 74 report enjoyingtheir new status as’ junior professors, “gaining a very different 75 on collegeeducation by being on”the other side of the desk, “learning a great deal aboutthe subject matter, and improving their own writing as a direct result ofgrading other students”paper.
56.A.made B. taken C. selected选择 D.offered
57.A.request B. demand C.challenge D. requirement
58.A.and B.but C. although D. unless
59.A.competitive B. rewarding C. routine D. formidable
60.A.spaciously B. exceptionally C.typically D. unusually
61.A.interested B. delighted C. tired D. bored
62.A.frequently B. delightedly C.inevitably D. unexpectedly
63.A.class B. problem C. question D. answer
64.A.challenge B. difficulty C.problem D. solution
65.A.overcome B. reduce C. meet D. improve
66.A.injected B. integrate C. inherent D. inherited
67.A.introduced B. made C. practiced D. revised
68.A.seminar B. classroom C. discussion D. course
69.A.incredible B. obscure C.unanticipated D. inspiring
70.A.through B. at C. in D. by
71.A.students B. instructors C.professors D. assistants
72.A.so that B. although C. when D. because
73.A.ensure B. assure C. decide D. report
74.A.new teachers B. senior students C.associate professors D. part-timeinstructors
75.A.inspiration B. expectation C.stimulation D. perspective Part IV Writing
56.C 57.C 58.A 59.A 60.D 61.B 62.B 63.D 64.C 65.A 66.B 67.C 68.B 69.A 70.D 71.D 72.B 73.D 74.C 75.B
来自：
http://kaoshi.yjbys.com/zikao/39405_2.html
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额，谢谢你这么努力的帮助，我是想弄明白怎么做，不是只要答案呢。
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要说哪题呢？你说一下。没必要每题都说的。
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