【文章內(nèi)容簡介】 ggest that the fundamental reason why people in general do not speak foreign languages very much better than they do is that they fail to grasp the true nature of the problem of learning to pronounce, and consequently never set about tackling it in the right way. Far too many people fail to realize that pronouncing a foreign language is a skill, one that needs careful training of a special kind, and one that cannot be acquired by just leaving it to take care of itself. I think even teachers of language, while recognizing the importance of a good accent, tend to neglect, in their practical teaching, the branch of study concerned with speaking the language.　　So the first point I want to make is that English pronunciation must be taught。 the teacher should be prepared to devote some of the lesson time to this, and by his whole attitude to the subject should get the student to feel that here is a matter worthy of receiving his close attention. So there should be occasions when other aspects of English, such as grammar or spelling, are allowed for the moment to take second place.　　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 ments he may make on his students39。 pronunciation are unlikely to be of much use, and lesson time spent on pronunciation may well be timewasted.　　But it does not follow that you can teach pronunciation successfully as soon as you have read the necessary books. It depends, after that, on what use you make of your knowledge, and this is a matter of technique.　　Now the first and most important part of a language teacher39。s technique is his own performance, his ability to demonstrate the spoken language, in every detail of articulation as well as in fluent speaking, so that the student39。s latent capacity for imitation is given the fullest scope and encouragement. The teacher, then, should be as perfect a model in this respect as he can make himself. And to supplement his own performance, however satisfactory this may be, the modern teacher has at his disposal recordings, radio, television and video, to supply the authentic voices of native speakers, or, if the teacher happens to be a native speaker himself or speaks just like one, then to vary the method of presenting the language material. (537 words)　　Notes: set about著手，試圖。articulation發(fā)音。latent潛在的，不明顯的。at one39。s disposal供某人任意支配使用?！　?1. 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 aren39。t many people who are even fairly good.　　[D] There are even some people who are moderately proficient.　　32. 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.　　33. What is it that teachers are said to be inclined to forget?　　[A] The practical teaching of languages.　　[B] The importance of a good accent.　　[C] The principle of phonetic theory.　　[D] The teaching of pronunciation in the classroom.　　34. 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 teacher39。s approach to pronunciation.　　[D] the importance normally given to grammar and spelling.　　35. According to the text, in relation to someone teaching his own language to foreigners, audiovisual aids can　　[A] pletely replace his own teaching performance.　　[B] provide alternative samples of native speech.　　[C] help to improve teaching quality to a great extent.　　[D] provide a perfect model for language students to follow.　　Text4　　The majority of successful senior managers do not closely follow the classical rational model of first clarifying goals, assessing the problem, formulating options, estimating likelihood of success, making a decision, and only then taking action to implement the decision. Rather, in their daybyday tactical activities, these senior executives rely on what is vaguely termed “intuition” to manage a network of interrelated problems that require them to deal with ambiguity, inconsistency, novelty, and surprise。 and to integrate action into the process of thinking.　　Generations of writers on management have recognized that some practicing managers rely heavily on intuition. In general, however, such writers display a poor grasp of what intuition is. Some see it as the opposite of rationality。 others view it as an excuse of capriciousness.　　Isenberg39。s recent research on the cognitive processes of senior managers reveals that managers39。 intuition is neither of these. Rather, senior managers use intuition in at least five distinct ways. First, they intuitively sense when a problem exists. Second, managers rely on intuition to perform welllearned behavior patterns rapidly. This intuition is not arbitrary or irrational, but is based on years of painstaking practice and personal experience that build skills. A third function of intuition is to synthesize isolated bits of data and practice into an integrated picture, often in an “Aha!” experience. Fourth, some managers use intuition as a check on the results of more rational anal