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According to the passage, the ability to distinguish between "self" and "nonself" enables
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A．He must ask for the agreement of the landlord.B．He must collect the entire luggage i
Many critics of our British "public school" consider that far more stress is placed upon achievements in athletics than in the academic sphere, and, in particular, complain against games being compulsory. We are told that it is 【C1】______ to compel boys with no athletic 【C2】______ to spend hours of misery on a cricket or football field, when, if 【C3】______ to themselves, they would occupy their time far more usefully and enjoyably in some 【C4】______ hobby. The 【C5】______ to this argument 【C6】______ the facile assumption that every non-athlete has some profitable hobby. This is not true; 【C7】______ even if it were, model engineering or stamp-collecting is no substitute for being out in the fresh air, exercising the muscles and having 【C8】______ with other human beings.
【C9】______ the youthful idolizing of athletes, which tends to upset a boy's 【C10】______ of values and may do 【C11】______ harm to the objects of this hero-worship, 【C12】______ a very different matter. The schoolboy 【C13】______ may suffer enormously through being adorned at an early age with a spurious 【C14】______ of artificial light. From Preparatory School to University his career is a 【C15】______ procession Then he becomes a legend for the future, one of the greatest products of the school that is proud to call him her son although 【C16】______ may have taught him nothing except to play football—which he could do already. Not until he hangs up his football boots for the last time and takes his stock out into the open market of the world does he realize his true value—or the lack of 【C17】______ . It would be 【C18】______ for everybody if this tinsel pageantry were stripped from games at an early stage. The boy who is good at games is entitled to the admiration of his fellows.
But there are still those devotees of sport who support the emphasis laid on school games for much deeper masons, and for whom sport is kind of religion. To them the sporting spirit is the finest attitude with which to face life, since its possessor is very conscious of his obligation to the 【C19】______ Yet the truth about the religion of sport is that it does not deliver the goods; it fails to produce sportsmen. In actual fact, games have practically no effect on character, for a selfish man will play his game selfishly in spite of all that has been talked about the team spirit, while a chivalrous man will be chivalrous in his games. Games afford an opportunity for showing the spirit within; they are a 【C20】______ for virtue or for vice; and it is for this that we should value them, not as some miraculous process for making a bad man or a crooked man straight. If we support the system of compulsory games, let it be for the right reasons.
【C1】______
What I seek to accomplish is simply to serve with my ______ capacity truth and justice at
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 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 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 branching 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 picture, any comments he may make on his students' pronunciation are superficial.
What is it that teachers are said to be inclined to forget？
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