Pronouncingalanguageisaskill.Everynormalpersonisexpertintheskillofpronouncinghisownlanguagebutfewpeopleareevenjustalittleskilledatpronouncingforeignlanguages.Nowtherearemanyreasonsforthissomeobvioussomeperhapsnotsoobvious.ButIsuggestthattheimportantreasonwhypeopleingeneraldonotspeakforeignlanguagesverymuchbetterthantheydoisthatfailtograspthetruenatureoftheproblemoflearningtopronounceandasaresultneversetaboutdealingwithitintherightway.Fartoomanypeoplefailtorealizethatpronouncingaforeignlanguageisskillonethatneedscarefultrainingofaspecialkindandonethatcannotbereachedjustleavingittotakecareofitself.Ithinkeventeachersoflanguagewhilerecognizingtheimportanceofagoodaccenttendtotakenonoticeofintheirpracticalteachingthebranchofstudyconcernedwithspeakingthelanguage.SothefirstpointIwanttomakeisthatEnglishpronunciationmustbetaught;theteachershouldbepreparedtodevotesomeofthelessontimetothisandhiswholeattitudetothesubjectshouldgetthestudenttofeelthathereismatterworthyofreceivinghiscloseattention.Sothereshouldbetimewhenotheraspects（方面）ofEnglishsuchasgrammarorspellingareallowedforthemomenttotakesecondplace.
Apartfromthisquestionofthetimegiventopronunciationtherearetwootherrequirementsfortheteacher:thefirstknowledge;thesecondtechnique.
Itisimportantthattheteachershouldbeinpossessionofthenecessaryinformation.Thiscangenerallybelearnedfrombooks.Itispossibletogetfrombookssomeideaofthemechanicsofspeechandofwhatwecallgeneralphonetic（语言）theory.Itisalsopossibleinthismaytogetaclear.mentalpictureoftherelationshipbetweenthesoundsofdifferentlanguagesbetweenthespeechhabitsofEnglishpeopleandthosesayofyourstudents.Unlesstheteacherhassuchapictureanycommentshemaymakeonhisstudents'pronunciationareunlikelytobeofmuchuseandlessontimespentonpronunciationmaywellbetime-wasted.
(1)Accordingtothepassage________pronouncingforeignlanguages.
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A．fewpeopleareextremelygoodat
B．evenmodernpeoplearenotgoodat
C．onlyfewpeoplearesomewhatgoodat