2016考研英语阅读模拟

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Pronouncing a language is a skill. Every normal person is an expert in the skill of pronouncing his own language, but few people are even moderately proficient at pronouncing foreign languages. Now there are many reasons for this, some obvious, some perhaps not so obvious. But I suggest 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 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.

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 teacher'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 student'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着手，试图。articulation发音。latent潜在的，不明显的。at one's disposal供某人任意支配使用。

31. 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 aren'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 teacher'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, audio-visual aids can

[A] completely 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. 

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31. [答案] [C] There arent many people who are even fairly good.

[注释] 细节理解题。本题问：关于讲外语，作者实际上说了什么?第1段第1句后半句写道：“...but few people are even moderately proficient at pronouncing foreign languages”。此句与[C]的表述相符。

32. [答案] [C] a consequence of not grasping the problem correctly.

[注释] 细节理解题。本题问：作者争辩说，用错误的方法处理发音问题会产生什么后果?第1段第4句写道：“但是我认为，人们通常不能把外语说得更好的基本原因是他们没有理解学说外语的真实本质，因而从未着手正确处理这个问题。”本句与[C]的表述相符。

33. [答案] [D] The teaching of pronunciation in the classroom.

[注释] 细节理解题。本题问：据说教师往往容易忘记的是什么?参阅第1段第6句中提供的信息：...tend to neglect, in their practical teaching, the branch of study concerned with speaking the language. 此句与[D]的表述相符。

34. [答案] [C] his teachers approach to pronunciation.

[注释] 细节理解题。本题问：学生重视培养正确的语言习惯取决于什么?最后一段第1句写道：“语言教师的教学方法中最基本、最重要的是，他自己在每一个发音细节中及流利的说话中的课堂表演、他示范口语的能力，这样就给学生潜在的模仿能力提供了最充分的发展范围和最有力的鼓励。”可见，学生重视培养正确的语言习惯取决于他的教师对发音的态度。故应选[C]。

35. [答案] [B] provide alternative samples of native speech.

[注释] 细节理解题。本题问：根据本文，对某位把自己的语言教给外国人的老师来说，视听辅助设施能起到什么作用?最后一段最后一句写道：“为了补充教师自己的工作，不管这样做可能在多大程度上令人满意，现代的教师可以方便地使用录音、收音机、电视和录像以便提供说外语的真实声音;或者如果教师正好是说这种语言的人或讲外语讲得像说本族语一样，那么就可以用来变换讲授语言材料的方法。”由此可见，视听辅助设施能“提供听说外国语言的替换形式”。故[B]符合上面的表述。

注意：at one‘s disposal 供某人任意使用，可自行支配。例如：Students have a well-stocked library at their disposal. (有个藏书丰富的图书馆供学生们任意使用。)

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