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北京西城区高三英语模拟试题及参考答案
onunciation are unlikely to be of much use, and lesson time spent on pronunciation may well be 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, 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 show off the spoken language, in every detail of sound as well as in fluent speaking, so that the student’s ability for imitation (模仿) is given the fullest space and encouragement．The teacher, then, should be as perfect a model in this field as he can make himself．And to make his own performance better, however satisfactory this may be, the modern teacher has in his hand recordings and a radio, to supply the real voices of native speakers, or, if the teacher happens to be a native speaker himself, or speaks just like one, then to change the method of presenting the language material.
However, the process of showing pronunciation, whether by personal example or with the help of machines, is only the beginning of teaching pronunciation．The technique of teaching each sound also needs to be considered.
59．How might the teacher find himself wasting lesson time?
A．By spending lesson time on pronunciation.
B．By making ill-informed explanations 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.
60．Students have an ability for imitation which is__________.
A．plain and obvious
B．well developed
C．not yet developed
D．too weak to be useful
61．What is the main point the author makes about imitation of the teacher?
A．It is a matter of secondary importance.
B．Students should be given every chance for it.
C．It depends on the student’s ability.
D．Teachers are perfect models for students to imitate.
62．To someone teaching his own language to foreigners, mechanical aids (技术手段) can______.
A．improve his own performance
B．replace his own performance
C．provide examples of native speech
D．make his voice louder
63．Showing Pronunciation is to be regarded as__________.
A．a part of teaching pronunciation
B．an exercise of value in itself
C．an example of the use of mechanical aids
D．a technique for teaching separate sounds
In recent years, especially during the l960s, there was much discussion about “the brain drain (排干, 流失),” which dealt with the problem of students and learned people who left their own countries for other countries that offered better chances for study, research, and employment．For example, according to a report from U．N., between 1962 and l966 more than 50 percent of all engineering graduates of Iran and 14 percent of Iranian scientists left their country for work abroad．Over 30 percent of Chilean engineers and 15 percent of Turkish physicians also went to work in other countries．Probably the greatest brain drain occurred among young scientists who had gone abroad to study．Many of them had planned to return to their countries to teach but chose to remain in more industrialized nations where they were able to continue their work and their research in fields in which there were no job possibilities at home．The countries that attracted most of these scientists were the United States, Great Britain, Germany, France, Canada, and Australia.
Recent studies show that the brain drain to the United States may be decreasing．Many foreign scientists are going home again, and in some cases American scientists are leaving the United States for employment in other countries．The main reasons are that good jobs are becoming fewer here, money for national research has been sharply cut, and university fellowships reduced t
But it does not follow that you can teach pronunciation successfully as soon as you have read the necessary books．It depends, after that, 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 show off the spoken language, in every detail of sound as well as in fluent speaking, so that the student’s ability for imitation (模仿) is given the fullest space and encouragement．The teacher, then, should be as perfect a model in this field as he can make himself．And to make his own performance better, however satisfactory this may be, the modern teacher has in his hand recordings and a radio, to supply the real voices of native speakers, or, if the teacher happens to be a native speaker himself, or speaks just like one, then to change the method of presenting the language material.
However, the process of showing pronunciation, whether by personal example or with the help of machines, is only the beginning of teaching pronunciation．The technique of teaching each sound also needs to be considered.
59．How might the teacher find himself wasting lesson time?
A．By spending lesson time on pronunciation.
B．By making ill-informed explanations 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.
60．Students have an ability for imitation which is__________.
A．plain and obvious
B．well developed
C．not yet developed
D．too weak to be useful
61．What is the main point the author makes about imitation of the teacher?
A．It is a matter of secondary importance.
B．Students should be given every chance for it.
C．It depends on the student’s ability.
D．Teachers are perfect models for students to imitate.
62．To someone teaching his own language to foreigners, mechanical aids (技术手段) can______.
A．improve his own performance
B．replace his own performance
C．provide examples of native speech
D．make his voice louder
63．Showing Pronunciation is to be regarded as__________.
A．a part of teaching pronunciation
B．an exercise of value in itself
C．an example of the use of mechanical aids
D．a technique for teaching separate sounds
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[5] [6]
(C)In recent years, especially during the l960s, there was much discussion about “the brain drain (排干, 流失),” which dealt with the problem of students and learned people who left their own countries for other countries that offered better chances for study, research, and employment．For example, according to a report from U．N., between 1962 and l966 more than 50 percent of all engineering graduates of Iran and 14 percent of Iranian scientists left their country for work abroad．Over 30 percent of Chilean engineers and 15 percent of Turkish physicians also went to work in other countries．Probably the greatest brain drain occurred among young scientists who had gone abroad to study．Many of them had planned to return to their countries to teach but chose to remain in more industrialized nations where they were able to continue their work and their research in fields in which there were no job possibilities at home．The countries that attracted most of these scientists were the United States, Great Britain, Germany, France, Canada, and Australia.
Recent studies show that the brain drain to the United States may be decreasing．Many foreign scientists are going home again, and in some cases American scientists are leaving the United States for employment in other countries．The main reasons are that good jobs are becoming fewer here, money for national research has been sharply cut, and university fellowships reduced t
