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】.

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