题目内容
Are the years you spent at school best years of your life? 76. _______Personally, I found most lesson rather uninteresting. We had to 77. _______
sit at our desks in silence and paid attention to what the teachers 78. _______
were saying. They were used to write on the blackboard and ask 79. _______
us difficult questions. We also had to do plenty of homework, and 80. _______
hand it on time. We had to wear school uniforms and obey lots of 81. _______
rules. I left school as soon as I can and started work. I read books 82. _______
at the public library, and late I decided to attend college. Now 83. _______
I really enjoy study because I'm growing old and know what I 84. _______
want it. When I was at school, I was just at the wrong age! 85. _______
解析：
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答案：
76.best前加the 提示：形容词最高级前应加定冠词 the。77.lesson→lessons 提示：此处指大部分的课程， lesson为可数名词，应用复数形式。78.paid→pay 提示： pay应该与sit并列，故应用动词原形。79.去掉were 提示：此处指他们过去常常在黑板上写，问我们一些难的问题。 used to do意为“过去常常做某事”；be used to do sth. 意为“被用来干某事”。80.√ 81.it后加in 提示： hand in为固定短语，意为“上交”。82.can→could 提示：本句为 as soon as引导的时间状语从句，主句用一般过去时，从句用相应的过去时态。83.late→later 提示：此处意为 “后来我决定上大学”。later意为“后来，以后”，late意为“晚的，迟的”。84.study→studying 提示： enjoy后只跟动名词作宾语。85.去掉it 提示： what引导的宾语从句中what作want的逻辑宾语，故it为句子成分重复。 |
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The book, which received wide media coverage in China and now has a waiting list for its second print run, is certainly timely: it plays into a growing debate in China about what national universities should be teaching. The country needs a workforce with the skills and creativity to help move away from low-cost manufacturing and, in economic terms, move up the value chain. And some educators believe liberal-arts training is vital to help China deal with its increasingly complex new realities. Yet the well-known intellectual historian Xu Jilin believes that China’s rapid expansion of higher education has had a detrimental effect on curriculum as the country’s universities race to compete globally. “Education these days in like factory-farming chickens,” he says. “Universities all wan to get into international rakings—and most of these depend on research. They’re not interested in providing a unique education for our kids.”
The book, which received wide media coverage in
China and now has a waiting list for its second print run, is certainly timely:
it plays into a growing debate in China about what national universities should
be teaching. The country needs a workforce with the skills and creativity to
help move away from low-cost manufacturing and, in economic terms, move up the
value chain. And some educators believe liberal-arts training is vital to help
China deal with its increasingly complex new realities. Yet the well-known
intellectual historian Xu Jilin believes that China’s rapid expansion of higher
education has had a detrimental effect on curriculum as the country’s universities
race to compete globally. “Education these days in like factory-farming
chickens,” he says. “Universities all wan to get into international rakings—and
most of these depend on research. They’re not interested in providing a unique
education for our kids.”
The book, which received wide media coverage in China and now has a waiting list for its second print run, is certainly timely: it plays into a growing debate in China about what national universities should be teaching. The country needs a workforce with the skills and creativity to help move away from low-cost manufacturing and, in economic terms, move up the value chain. And some educators believe liberal-arts training is vital to help China deal with its increasingly complex new realities. Yet the well-known intellectual historian Xu Jilin believes that China’s rapid expansion of higher education has had a detrimental effect on curriculum as the country’s universities race to compete globally. “Education these days in like factory-farming chickens,” he says. “Universities all wan to get into international rakings—and most of these depend on research. They’re not interested in providing a unique education for our kids.”