We can see how the product life cycle works by looking at the introduction of instant coffee. When it was introduced, most people did not like it as well as “regular” coffee. and it took several years to gain general acceptance (introduction stage). At one point, though, instant coffee grew rapidly in popularity，and many brands were introduced (stage of rapid growth). After a while, people became attached to one brand and sales leveled off (stage of maturity). Sales went into a slight decline when freeze-dried coffees were introduced (stage of decline).The importance of the product life cycle to marketers is this： Different stages in the product life cycle call for different strategies. The goal is to extend product life so that sales and profits do not decline. One strategy is called market modification. It means that marketing managers look for new users and market sections. Did you know, for example, that the backpacks that so many students carry today were originally designed for the military?Market modification also means searching for increased usage among present customers or going for a different market, such as senior citizens. A marketer may re-position the product to appeal to new market sections.Another product extension strategy is called product modification. It involves changing product quality, features, or style to attract new users or more usage from present users. American auto manufacturers are using quality improvement as one way to recapture world markets. Note,also, how auto manufacturers once changed styles dramatically from year to year to keep demand from falling.Backpacks were originally designed for _______.

We can see how the product life cycle works by looking at the introduction of instant coffee. When it was introduced, most people did not like it as well as “regular” coffee. and it took several years to gain general acceptance (introduction stage). At one point, though, instant coffee grew rapidly in popularity，and many brands were introduced (stage of rapid growth). After a while, people became attached to one brand and sales leveled off (stage of maturity). Sales went into a slight decline when freeze-dried coffees were introduced (stage of decline).The importance of the product life cycle to marketers is this： Different stages in the product life cycle call for different strategies. The goal is to extend product life so that sales and profits do not decline. One strategy is called market modification. It means that marketing managers look for new users and market sections. Did you know, for example, that the backpacks that so many students carry today were originally designed for the military?Market modification also means searching for increased usage among present customers or going for a different market, such as senior citizens. A marketer may re-position the product to appeal to new market sections.Another product extension strategy is called product modification. It involves changing product quality, features, or style to attract new users or more usage from present users. American auto manufacturers are using quality improvement as one way to recapture world markets. Note,also, how auto manufacturers once changed styles dramatically from year to year to keep demand from falling.Product modification does not involve changing _______.

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 their own languages is that they fail to grasp the true nature of the problems 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 the branch of study concerned with speaking in their practical teaching. So・ the first point I want to make here is that the teacher should be prepared to devote some of the lesson time to the teaching of English pronunciation. 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 speecht and of what we call general phonetic theory. But 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 (发音)as well as in fluent speaking, so that the student s talent capacity for imitation is given the fullest scope and encouragement.What does the author actually say about pronouncing foreign languages?

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 their own languages is that they fail to grasp the true nature of the problems 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 the branch of study concerned with speaking in their practical teaching. So・ the first point I want to make here is that the teacher should be prepared to devote some of the lesson time to the teaching of English pronunciation. 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 speecht and of what we call general phonetic theory. But 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 (发音)as well as in fluent speaking, so that the student s talent capacity for imitation is given the fullest scope and encouragement.According to the author, pronouncing a foreign language is a skill that requires _______.

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 their own languages is that they fail to grasp the true nature of the problems 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 the branch of study concerned with speaking in their practical teaching. So・ the first point I want to make here is that the teacher should be prepared to devote some of the lesson time to the teaching of English pronunciation. 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 speecht and of what we call general phonetic theory. But 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 (发音)as well as in fluent speaking, so that the student s talent capacity for imitation is given the fullest scope and encouragement.Regarding the teaching of English pronunciation, the author has made all the following suggestions EXCEPT _______.

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 their own languages is that they fail to grasp the true nature of the problems 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 the branch of study concerned with speaking in their practical teaching. So・ the first point I want to make here is that the teacher should be prepared to devote some of the lesson time to the teaching of English pronunciation. 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 speecht and of what we call general phonetic theory. But 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 (发音)as well as in fluent speaking, so that the student s talent capacity for imitation is given the fullest scope and encouragement.In the author's view, priority should sometimes be given to _______ in the practical teaching.

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 their own languages is that they fail to grasp the true nature of the problems 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 the branch of study concerned with speaking in their practical teaching. So・ the first point I want to make here is that the teacher should be prepared to devote some of the lesson time to the teaching of English pronunciation. 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 speecht and of what we call general phonetic theory. But 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 (发音)as well as in fluent speaking, so that the student s talent capacity for imitation is given the fullest scope and encouragement.The language teacher's own oral performance is particularly important because _______.

The producer appeared behind the recording studio window and grinned and waved to me like an old friend. And after I had read out a little test piece, he said： "That's fine, wonderful, your voice is perfect. lovely, gorgeous. "Then I read a longer passage in English about the delights of touring in Britain, and another about the delights of visiting London, and both were ‘fantastic’ and ‘just right’, and I began to consider a career in radio.To be frank.I was fairly confident in spite of lack of experience. Across the room in the Hamburg news agency where we both work, a colleague named Peter Turner had called to me,“I say, Mike, a chap on the phone here wants someone to do a recording in English, and I'm booked up. Would you read something to him in English as a sort of test?”I did, and they said，“Perfect, lovely, gorgeous etc.,would I come round?”It was after reading the passage in English in the studio that they noticed my vowel pronunciations were not altogether King's English, or even Prince. Philip's； there was a larger silence than usual, then the voice said,“Fine, lovely...but you said the word ‘castle’ with a short ‘a’. Could we have the passage again please, but this time say ‘carsele’。"This was easy. But then he noticed other differences in my pronunciation.“It's my northern English accent”.I said,angry because I had to apologise for it.“Oh, I see...but Mr.Jamieson, we'll have to get it right, I'm afraid. The recording is for teaching English to German school children, and it must be spoken in the way it is taught in German schools."I read the passage again...，and again..., and again. But of course you cannot change the pronunciation of a lifetime in an hour. The studio men became desperate and underlined the offending vowels, so that I'd remember them. Few, really. But because I had to concentrate on them, I made a lot of mistakes in my reading. Everyone got somewhat irritable, so we all went out for a beer.Broadcasting did not make Mike nervous ______.

The producer appeared behind the recording studio window and grinned and waved to me like an old friend. And after I had read out a little test piece, he said： "That's fine, wonderful, your voice is perfect. lovely, gorgeous. "Then I read a longer passage in English about the delights of touring in Britain, and another about the delights of visiting London, and both were ‘fantastic’ and ‘just right’, and I began to consider a career in radio.To be frank.I was fairly confident in spite of lack of experience. Across the room in the Hamburg news agency where we both work, a colleague named Peter Turner had called to me,“I say, Mike, a chap on the phone here wants someone to do a recording in English, and I'm booked up. Would you read something to him in English as a sort of test?”I did, and they said，“Perfect, lovely, gorgeous etc.,would I come round?”It was after reading the passage in English in the studio that they noticed my vowel pronunciations were not altogether King's English, or even Prince. Philip's； there was a larger silence than usual, then the voice said,“Fine, lovely...but you said the word ‘castle’ with a short ‘a’. Could we have the passage again please, but this time say ‘carsele’。"This was easy. But then he noticed other differences in my pronunciation.“It's my northern English accent”.I said,angry because I had to apologise for it.“Oh, I see...but Mr.Jamieson, we'll have to get it right, I'm afraid. The recording is for teaching English to German school children, and it must be spoken in the way it is taught in German schools."I read the passage again...，and again..., and again. But of course you cannot change the pronunciation of a lifetime in an hour. The studio men became desperate and underlined the offending vowels, so that I'd remember them. Few, really. But because I had to concentrate on them, I made a lot of mistakes in my reading. Everyone got somewhat irritable, so we all went out for a beer.What happened after Mike had read the third passage?

The producer appeared behind the recording studio window and grinned and waved to me like an old friend. And after I had read out a little test piece, he said： "That's fine, wonderful, your voice is perfect. lovely, gorgeous. "Then I read a longer passage in English about the delights of touring in Britain, and another about the delights of visiting London, and both were ‘fantastic’ and ‘just right’, and I began to consider a career in radio.To be frank.I was fairly confident in spite of lack of experience. Across the room in the Hamburg news agency where we both work, a colleague named Peter Turner had called to me,“I say, Mike, a chap on the phone here wants someone to do a recording in English, and I'm booked up. Would you read something to him in English as a sort of test?”I did, and they said，“Perfect, lovely, gorgeous etc.,would I come round?”It was after reading the passage in English in the studio that they noticed my vowel pronunciations were not altogether King's English, or even Prince. Philip's； there was a larger silence than usual, then the voice said,“Fine, lovely...but you said the word ‘castle’ with a short ‘a’. Could we have the passage again please, but this time say ‘carsele’。"This was easy. But then he noticed other differences in my pronunciation.“It's my northern English accent”.I said,angry because I had to apologise for it.“Oh, I see...but Mr.Jamieson, we'll have to get it right, I'm afraid. The recording is for teaching English to German school children, and it must be spoken in the way it is taught in German schools."I read the passage again...，and again..., and again. But of course you cannot change the pronunciation of a lifetime in an hour. The studio men became desperate and underlined the offending vowels, so that I'd remember them. Few, really. But because I had to concentrate on them, I made a lot of mistakes in my reading. Everyone got somewhat irritable, so we all went out for a beer.They wanted Mike to change his pronunciation because ______.