2010年职称英语考试卫生B完型填空练习（1）

会计考友

Pronouncing a language is a skill. Every normal person is expert in the skill of pronouncing his own language; but few people are even moderately proficient __51__ pronouncing foreign languages. Now there are many __52__ 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__53__. Far too many people fail to realize that __54__ a foreign language is a skill one that needs careful training of a special kind, and one that cannot be acquired by just __55__ 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__56__ speaking the language. So the first point I want to make is that English pronunciation must __57__; the teacher should be prepared to devote some of the lesson time__58__ this, and by his whole attitude to the subject should get the student to feel that here is a matter __59__ 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 __60__. 　　__61__ from this question of the time give 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 __62__ 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 __63__ 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 __64__ use, and lesson time spent __65__ pronunciation may well be time wasted.
- K1 K6 k/ l$ |% K/ V　　51 A. with B. at C. for D. to
0 w5 E: D6 f/ f$ C) q! n/ s' {. g　　52 A. cases B. explanations C. questions D. reasons
& ]* V7 f2 s3 }0 p　　53 A. way B. method C. means D. meaning
　　54 A. pronounce B. pronouncing C. say D. saying
　　55 A. leave B. let C. leaving D. letting
　　56 A. with B. to C. of D. for
) E, ]4 P! }3 r4 {4 }　　57 A. be taught B. taught C. teach D. be teaching
7 o# R. P5 A( Q- A: \　　58 A. at B. in C. to D. for
　　59 A. worth B. worthwhile C. worthing D. worthy
( G& c$ I9 N; x$ T# ]2 \7 n　　60 A. position B. location C. place D. site
　　61 A. Besides B. Apart C. Except D. Beside
) C) P& \3 F4 t$ e6 d2 p! ]　　62 A. possess B. hold C. possession D. possessing
　　63 A. relationship B. difference C. similarity D. correlation
　　64 A. many B. few C. much D. little
. D% a1 L& s' L9 e　　65 A. on B. in C. to D. at