题目内容
（请给出正确答案）
A．to be given
B．will be given
C．is to be given
D．given
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更多“An important lecture______ tom…”相关的问题
An【69】but important benefit of teaching the course【70】this manner has involved the activities of the teaching【71】who help us mark students' written work. The faculty instructor originally decided to ask the TAs for help【72】this was the only practical way to【73】that all the papers could be evaluated. Now those【74】report enjoying their new status as junior professors, "gaining a very different【75】on college education by being on" the other side of the desk, "learning a great deal about the subject matter, and improving their own writing as a direct result of grading other students" paper.
(56)
A．made
B．taken
C．selected
D．offered
Although the challenges of teaching a large lecture class are （）, they are not insurmountable. The solution is to develop （） methods of classroom instruction that can reduce, if not （）, many of the difficulties （） in the mass class. In fact, we have （） at Kent State University teaching techniques which help make a large lecture class more like a small （）.
An （） but important benefit of teaching the course（）this manner has involved the activities of the teaching assistants who help us mark students’ written work. The faculty instructor originally decided to ask the TAs for help （） this was the only practical way to （） that all the papers could be evaluated. Now those （） report enjoying their new status as “junior professors,” gaining a very different （） on college education by being on “the other side of the desk,” learning a great deal about the subject matter, and improving their own writing as a direct result of grading other students’ papers.
1. A. should B. will C. can D. have to
2. A. request B. demand C. challenge D. requirement
3. A. and B. but C. although D. unless
4. A. competitive B. rewarding C. routine D. formidable
5. A. spaciously B. exceptionally C. typically D. unusually
6. A. involuntary B. unconscious C. unanimous D. impersonal
7. A. frequently B. delightedly C. inevitably D. unexpectedly
8. A. problem B. answer C. question D. answer
9. A. trivial B. potent C. fundamental D. substantial
10 A. perspective B. innovative C. initiative D. persuasive
11. A. increase B. accumulate C. eliminate D. diminish
12. A. inherent B. inherited C. injected D. integrate
13. A. introduced B. inserted C. modified D. revised
14. A. conference B. assembly C. seminar D. course
15. A. incredible B. obscure C. unanticipated D. inspiring
16. A. at B. through C. by D. in
17. A. so that B. although C. when D. because
18. A. ensure B. assure C. secure D. certify
19. A. new teachers B. senior students
C. associate professors D. part-time professionals
20. A. inspiration B. expectation C. stimulation D. perspective
Although the challenges of teaching a large lecture class are（9）, they are not insurmountable. The solution is to develop（10）methods of classroom instruction that can reduce, if not（11）, many of the difficulties（12）in the mass class. In fact, we have（13）at Kent State University teaching techniques which help make a large lecture class more like a small（14）.
An（15）but important benefit of teaching the course（16）this manner has involved the activities of the teaching assistants who help us mark students’ written work. The faculty instructor originally decided to ask the TAs for help（17）this was the only practical way to（18）that all the papers could be evaluated. Now those（19）report enjoying their new status as “junior professors,” gaining a very different（20）on college education by being on “the other side of the desk,” learning a great deal about the subject matter, and improving their own writing as a direct result of grading other students’ papers.
1. A. should
B. will
C. can
D. have to
2. A. request
B. demand
C. challenge
D. requirement
3. A. and
B. but
C. although
D. unless
4. A. competitive
B. rewarding
C. routine
D. formidable
5. A. spaciously
B. exceptionally
C. typically
D. unusually
6. A. involuntary
B. unconscious
C. unanimous
D. impersonal
7. A. frequently
B. delightedly
C. inevitably
D. unexpectedly
8. A. problem
B. answer
C. question
D. answer
9. A. trivial
B. potent
C. fundamental
D. substantial
10 A. perspective
B. innovative
C. initiative
D. persuasive
11. A. increase
B. accumulate
C. eliminate
D. diminish
12. A. inherent
B. inherited
C. injected
D. integrate
13. A. introduced
B. inserted
C. modified
D. revised
14. A. conference
B. assembly
C. seminar
D. course
15. A. incredible
B. obscure
C. unanticipated
D. inspiring
16. A. at
B. through
C. by
D. in
17. A. so that
B. although
C. when
D. because
18. A. ensure
B. assure
C. secure
D. certify
19. A. new teachers
B. senior students
C. associate professors
D. part-time professionals
20. A. inspiration
B. expectation
C. stimulation
D. perspective
It is perfectly possible to organize the life of our colleges in such a way that students and teachers alike will take part in it; in such a way that a perfectly natural daily intercourse will be established between them; and it is only by such an organization that they can be given real vitality as places of serious training, be made communities in which youngsters will come fully to realize how interesting intellectual work is, how vital, how important, how closely associated with all modern achievement--only by such an organization that study can be made to seem part of life itself. Lectures often seem very formal and empty things; recitations generally prove very dull and unrewarding. It is in conversation and natural intercourse with scholars chiefly that you find how lively knowledge is, how it ties into everything that is interesting and important, how intimate a part it is of everything that is "practical" and connected with the world. Men are not always made thoughtful by books; but they are generally made thoughtful by association with men who think.
The present and most pressing problem of our university authorities is to bring about this vital association for the benefit of the novices of the university world, the undergraduates. Classroom methods are thorough enough; competent scholars already lecture and set tasks and superintend their performance; but the life of the average undergraduate outside the classroom and other stated appointments with his instructors is not very much affected by his studies, and is entirely dissociated from intellectual interests.
An ideal college ______.
A．should have mature, experienced and professional men on its staff
B．should be managed by experienced scholars
C．should be managed by experienced scholars and energetic young men
D．should see tight, harmonious connection between the experienced and the inexperienced
I had hoped that I ______ the lecture on American Romanticism.
A．attend
B．attending
C．could attend
D．can attend
Getting the Best Value for Time
Are you satisfied with what you achieve in the hours spent studying, or do you wonder where all the time has gone, without much to show for it？ How hard are you really working？ Here are some hints to help you make the most of your study time.
Ⅰ. EFFECTIVE LEARNING
1. Review lecture notes as soon after a lecture as possible. Half an hour spent while the lecture is still fresh in your mind will do more to help you to develop an understanding of what you have heard and remember it than twice the time later on. It can be helpful to go over new work with other students to check that you have grasped all the points.
2. If you have been given an essay or assignment to do, note accurately what is required and start it when your memory of it is clear.
3. Revise and review regularly. Set regular weekly times to review the work in each course. This revision should be cumulative -- adding a bit to the total at a time, covering briefly all the work done so far in the term. This way you will consolidate the groundwork and avoid panic before exams.
4. When you revise, space out the time devoted to any one topic. You will learn more in six one hour periods spread over one week than in one six hour period.
5. Limit your blocks of study to 2 hours on any one topic or type of work. After 1/2 to 2 hours of intensive study you begin to tire and concentration weakens. Take a break at some "achievement point"(end of a chapter, solving a problem, etc. )and then changing to another part of the course or another type of work(e. g. ,from reading to writing)will provide the change necessary to keep up your efficiency.
6. Find out the best times for working for yourself. Some times may be better than others for different types of work and also for your own biological clock: if you tend to feel sleepy in the afternoon, this may not be the best time to try to read history or work out math problems. You may think that working in to the early hours suits you, but does it fit in with an early class next morning？ You are likely to feel tired next day and so gain nothing!
Ⅱ. PRACTICAL STEPS
1. Plan a program of balanced activities. University life has many aspects which are important for getting fie benefit from your time here. Some activities have fixed time requirements(e. g. , classes, meetings, sport), others are more flexible(e. g. , recreation, relaxation, study time, personal matters, eating, sleeping).
2. Plan how you will use your study time. Knowing what you are going to do and when saves a lot of time spent on making decisions, false starts, retracing your steps to get the books you need, etc. Commit yourself to studying a particular assignment at a particular time.
3. Study at a regular time and in a regular place. You will learn to associate that time and place with working. This is after all what the world' s workers have to do.
4. Trade time and don' t steal it. When something unexpected happens and takes up time you had planned for study, decide immediately how you can make up the study missed.
5. Give yourself rewards for work completed on time(e. g., 2 hours solid work = 1 cup of tea or coffee; essay completed = 1 hour' s TV ). After a strenuous evening finishing an essay or a set of problems, allow yourself "unwinding time" before bed.
Ⅲ. PLANNING TIME
Working out a time-table will not turn you into a perfectly efficient person, but having a plan and sticking to it for a few weeks can help you to form. better study habits and actually to save time, so that in the end you have more free time than before. Here is a way to plan your time which is flexible and practical.
1. Make out a master time-table for the term, marking your fixed commitments only: class
A．Y
B．N
C．NG
Although I tried to concentrate on the lecture, I was ______ by the outside noise.
A．confused
B．distracted
C．attracted
D．refused
They found the lecture hard______.
A．to be understood
B．to understand
C．for being understood
D．for understanding
A.bored
B.dull
C.interesting
D.exciting
So little ______ about stock exchange that the lecture was completely beyond me.
A．did I know
B．I had known
C．I knew
D．was I known
