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1 But if language habits do not represent classes, a social stratification into something as bygone as 'aristocracy' and 'commons', they do still of course serve to identify social groups. This is something that seems fundamental in the use of languagE.As we see in relation to political and national movements, language is used as a badge or a barrier depending on which way we look at it. The new boy at school feels out of it at first because he does not know the right words for things, and awe-inspiring pundits of six or seven look down on him for not being aware that racksy means 'dilapidated', or hairy 'out first ball'. The miner takes a certain pride in being 'one up' on the visitor or novice who calls the cage a 'lift'or who thinks that men working in a warm seam are in their 'underpants' when anyone ought to know that the garments are called hoggers. The 'insider'is seldom displeased that his language distinguishes him from the 'outsider'.
2 Quite apart from specialized terms of this kind in groups, trades and professions, there are all kinds of standards of correctness at which most of us feel more or less obliged to aim, because we know that certain kinds of English invite irritation or downright condemnation. On the other hand, we know that other kinds convey some kind of prestige and bear a welcome cachet.
3 In relation to the social aspects of language, it may well be suggested that English speakers fall into three categories: the assured, the anxious and the indifferent. At one's end of this scale, we have the people who have 'position' and 'status', and who therefore do not feel they need worry much about their use of English. Their education and occupation make them confident of speaking an unimpeachable form. of English. no fear of being criticized or corrected is likely to cross their minds, and this gives their speech that characteristically unselfconscious and easy flow which is often envieD.
4 At the other end of the scale, we have an equally imperturbable band, speaking with a similar degree of careless ease, because even if they are aware that their English is condemned by others, they are supremely indifferent to the fact. The Mrs. Mops of this world have active and efficient tongues in their heads, and if we happened not to like their ways of saying things, well, we 'can lump it'. That is their attitudE.Curiously enough, writers are inclined to represent the speech of both these extreme parties with -in' for lng. On the one hanD.'We're goin' huntin', my dear sir;'on the other, 'We're goin' racin', matE.'
5 In between, according to this view we have a far less fortunate group, the anxious. These actively try to suppress what they believe to be bad English and assiduously cultivate what they hope to be good English. They live their lives in some degree of nervousness over their grammar, their pronunciation, and their choice of words, sensitive, and fearful of betraying themselves. Keeping up with the Joneses is measured not only in houses, furniture, refrigerators, cars, and clothes, but also in speech.
6 And the misfortune of the 'anxious' does not end with their inner anxiety. Their lot is also the open or veiled contempt of the 'assured' on one side of them and of the 'indifferent' on the other.
7 It is all too easy to raise an unworthy laugh at the anxious. The people thus uncomfortably stilted on linguistic highheels so often form. part of what is, in many ways, the most admirable section of any society, the ambitious, tense, inner-driven people, who are bent on 'going places and doing things'. The greater the pity, then, if a disproportionate amount of their energy goes into what Mr. Sharpless called 'this shabby obsession' with variant forms of English -- especially if the net result is (as so often) merely to sound affected and ridiculous. 'Here', according to Bacon, 'is the first diste
A.critical.
B.anxious.
C.self-conscious.
D.nonchalant.

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G.critical.
B.anxious.
C.self-conscious.

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D
解析:<1>a social stratification into something as bygone......

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In many classrooms around the country, teachers are emphasizing, and periodically testing, students' reading fluency, the current buzzword in reading instruction. The problem is that speed isn't the only element to fluency, educators said, Key elements are also accuracy and expressiveness.'The food was delectable' is different from 'the food was detestable,' and Shakespeare should not sound like a chemistry textbook.It is a complicated process teaching students to recognize enough words and read at a consistent rate so they can spend their time concentrating on meaning rather than decoding, educators saiD.And when tackling a book such as 'The Giver,' one that deals with a boy's discovery that his utopian world comes at the expense of the stifling of intellectual and emotional freedom, meaning is critical.'Fluent readers are readers who know how to dig into a book and pull out just what they are looking for—whether it is information, a part with strong language, a part with good character development, or just a chance to read for fun,' said Susan Marantz, a longtime teacher now at a suburban school in Columbus, Ohio.Yet u combination of politics, insufficient teacher development and an inherent difficulty in capturing all aspects of fluency have led to questionable instruction practices, according to Richard Allington, a reading researcher and University of Tennessee professor.Many students are asked by teachers to reread the same passages over and over—often with constant interruptions from the teacher. And some struggling readers are given books—including textbooks—that are above their reading level and soon become a source of frustration.'You can make any adult a disfluent reader by giving them books that are too hard and jump in and interrupt them a lot,' Allington saiD.'What do you think it does to kids?'As a result, some kids are motivated to read only to beat a test clock, he and other researchers saiD.'The more important question to ask is: Are teachers focusing on all three parts of fluency?' Beers, vice president-elect of the National Council of Teachers of English, wrote in an e-mail. 'When fluency is only about building automaticity (and therefore speed), then some (teachers) do mistakenly believe that the point of reading is fast decoding. That's no more the best measure of a skilled reader than fast driving is the best measure of skilled driver.'The current interest in reading fluency illustrates the complexities in the long national argument about how best to teach reading, dubbed the 'reading wars.'Advocates of phonics and literature-based instruction have been at odds for years, with the argument only intensifying after a controversial 2000 report by the National Reading Panel. Many reading experts said the panel relied on a limited set of studies that supported, among other things, intensive drilling in phonics. Reading fluency also was one of the key areas for instruction, along with phonemic awareness and phonics instruction, comprehension, teacher education and computer technology. President Bush used the report as a basis for Reading First, a program to improve reading scores that became the centerpiece of his No Child Let Behind law.Although fluency had long been identified by experts as important, it then became a hot issuE.Reading researchers began devising programs to help teachers improve students' fluency. And although there was no consensus definition of fluency, panels approving Reading First money accepted programs that used tools that stressed reading speed, according to some educators. A report by the Department of Education's inspector general this month slammed the grant-approval processing, saying it was riddled with problems and conflicts of interest.The result, said fluency expert Tim Rasinski of Kent State University, was a massage strut to schools to concentrA.synonym withB.antonym withC.irrelevant toD.similar to
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