六级冲刺练习：阅读（104）

　　Apart from this question of the time given to pronunciation, there are two other requirements for the teacher: the first, knowledge; the second, technique.

　　It is important that the teacher should be in possession of the necessary information. This can generally be obtained from books. It is possible to get from books some idea of the mechanics of speech, and of what we call general phonetic theory. It is also possible in this way to get a clear mental picture of the relationship between the sounds of different languages, between the speech habits of English people and those, say, of your students. Unless the teacher has such a picture, any comments he may make on his students pronunciation are unlikely to be of much use, and lesson time spent on pronunciation may well be time wasted.

　　26. What does the writer actually say about pronouncing foreign languages?

　　A. Only a few people are really proficient.

　　B. No one is really an expert in the skill.

　　C. There arent many people who are even fairly good.

　　D. There are even some people who are moderately proficient.

　　27. The writer argues that going about the problem of pronunciation in the wrong way is

　　A. an obvious cause of not grasping the problem correctly

　　B. a fundamental consequence of not speaking well

　　C. a consequence of not grasping the problem correctly

　　D. not an obvious cause of speaking poorly

　　28. The best way of learning to speak a foreign language, he suggests, is by_______.

　　A. picking it up naturally as a child

　　B. learning from a native speaker

　　C. not concentrating on pronunciation as such

　　D. undertaking systematic work

　　29. The value the student puts on correct speech habits depends upon_______.

　　A. how closely he attends to the matter

　　B. whether it is English that is being taught

　　C. his teachers approach to pronunciation

　　D. the importance normally given to grammar and spelling

　　30. How might the teacher find himself wasting lesson time?

　　A. By spending lesson time on pronunciation.

　　B. By making ill-informed comments upon pronunciation.

　　C. By not using books on phonetics in the classroom.

　　D. By not giving students a clear mental picture of the difference between sounds.

　　26. C 27. C 28. D 29. C