中学教师资格认定考试高级英语学科知识与教学能力-试卷32

中学教师资格认定考试（高级英语学科知识与教学能力）-试卷32（总分：66.00,做题时间：90分钟）一、单项选择题（总题数：20，分数：40.00）l.Moneydoesn,tnecessarilybuyhappiness,sowecansafelydrawaconclusionthatmakingafortuneisnotalwaysagoodforahappylife.A.challengeB.criterionVC.ingredientD.qualification解析：考查名词辨析。句意为“钱不一定买到幸福，因此我们能安然地做出结论：赚了很多钱不一定是衡量幸福的好标准”。challenge“挑战”；criterion“标准”；ingredient"（构成）要素，因素"；qualification“资格”。故本题选B。2.Sadly,asspendingonprivategardenshas,spendingonpublicparkshasgenerallydeclined.A.soaredVB.liftedC.flownD.heightened解析：考查动词辨析。soar“增加，上升"；lift“举起”；flow“流失”；heighten“加强”。根据句意.故选A。.Thewholecountrywasinovertheresultoftheelections.A.suspensionB.suspenseVC.suspendingD.suspender解析：考查近形词辨析。suspension”暂停，延缓，停职"；suspense"悬疑，悬念"；suspending"悬浮”；suspender"悬挂物"。句意为"整个国家对选举的结果持有悬念"。beinsuspense意思是“悬而未决，紧张状态”.故选B。.ChinesewriterCaoWenxuanwasawardedtheChristianAndersonAwardin2016,makinghimselfthefirstChinesesuchaprize.A.wonB.haswonC.towinVD.winning解析：考查非谓语动词。句意为“中国作家曹文轩2016年被授予了安徒生奖.成为获得该奖项的第一个中国人”。名词前有序数词修饰时，用不定式作后置定语。故选C。.一Sarah,wouldyoupleasegivemesomemoremilk?一I'msorry,butisleft.A.nooneB.noneVC.everythingD.it解析：考查代词。根据句子的否定意思可排除C、D；A项的noone只能指人：none意为“没有人：一个也没有；没有任何东西”，既可指人也可指物。故答案选B。.Supposeyouweregivenachancetogoabroad,youaccept?A.wouldVB.willC.shallD.do解析：考查助动词。suppose用作连词，意为“假若”“如果”等，相当于连词if,引导条件状语从句，与之相对应的主句通常为疑问句，可用于虚拟语气。例如本题中从句谓语用“动词过去式(动词be用，were)”,则主句谓语用“would/should/could/might+动词原形”，主句变为疑问句时将助动词提前，故选A。句意为“假如给你一个出国的机会，你会接受吗？”.Whichoftheletter'p'inthefollowingwordshasadifferentpronunciationfromothers?A.splashB.spreadC.scopeD.spadeV解析：考查音的浊化。根据发音规则可知，［s］后面的清辅音要浊化，［p］要浊化成［b］,但辅音连缀除外。A、B项包含辅音连缀［spl］［spr］,所以［p］发音不变。C项中的字母p依然发［p］的音，而D项中的［p］要浊化成［b］。故选D。.Whichofthefollowingwordsinboldispronouncedwitharisingtone?A.What,syourname?B.Heisveryshort.C.Whowillpickmeup,heoryou?D.Let'scountournewbooks.One,two,three,four.V解析：考查句子语调。在一般情况下，特殊疑问句、陈述句用降调：选择疑问句中.先升调后降调；数数、列举事物或者列举一连串的动作时，除了最后的并列成分用降调外，前面所有的并列成分都要用升调。故本题答案为D。.AccordingtoChomsky,referstotheactualrealizationofuser,sknowledgeoftherulesofhislanguageinutterances.A.competenceB.performanceVC.paroleD.langue解析：考查语言学中的一些重要区别。A和B选项是乔姆斯基提出的语言能力(competence)和语言运用(performance),语言能力指的是一个理想语言使用者关于语言规则的语言知识，语言运用指的是在语言交际中关于语言规则的语言知识的实际使用；C和D选项是语言学之父索绪尔提出的言语(parole)和语言(langue),言语指的是语言在实际使用中的实现，语言指的是一个言语集团的所有成员共享的抽象语言系统.语言是抽象的，而言语是具体的。题干表达的是对语言规则的语言知识的实际使用，因此正确答案为B。.Theword'offend'originallymeant'tostrikeagainst',butnowthewordsignifies'tocreateorexciteanger'.Thisisanexampleof.A.meaningshiftB.broadeningofmeaningVC.narrowingofmeaningD.lossofmeaning解析：考查语义变化。语义变化有多种：词义扩大(wideningofmeaning)＞词义缩小(narrowingofmeaning)和词义转移(meaningshift)°“offend”在古代的意思是“击打”，现在的意思是“冒犯，惹怒”.因此是词义的扩大。.Whichofthefollowingismostsuitableforthecultivationoflinguisticcompetence?A.Sentence-making.VB.Cue-carddialogue.C.Simulateddialogue.D.Learningsyntax.解析：考查培养语言能力的手段。在四个选项中，“造句”是最适合培养语言能力的手段。.Whatlearningstrategycanthefollowingactivityhelptotrain?Matchtheadjectivesontheleftwiththenounsontheright.A.Grouping.B.Collocation.VC.Imitation.D.Imagery.解析：考查学习策略在教学中的运用。“将左边的形容词与右边的名词配对”训练的是词的搭配(collocation)。.Whenstudentslearn"apple,orange",theteachergivesstudentsanotherword"fruit”.Whichprincipledoestheteacherfollowinhis/hervocabularyteaching?A.Word-choiceprinciple.B.Presentationprinciple.C.Cultureprinciple.D.Systematicprinciple.V解析：考查词汇教学的原则。系统性原则是指在词汇教学时要注意给学生展示词汇之间的系统性和联系性，如音形关系、形意关系、词形变化关系、反义词、同义词、上下位词等。题干中教师展示的词汇的上位词，故选D。A项指“词汇选择原则”，指选择目标词汇时，应当选择具有代表性的、能够用于其他活动的、经常出现的词汇。B项指“展示原则”，指展示新词时应当将其直观化、情景化和趣味化。C项指“文化原则”.是指语言是文化的载体，词汇结构、词义结构和搭配都应与该语言的文化相连。14.Inalisteningclass,ateacherasksstudentstolistentothematerialcarefullyandtrytodiscriminatethespeaker,sattitudetowardslifelonglearning.Whatsub-skilloflisteningistheteachertraining?A.Listeningforgist.B.WordGuessing.C.Inferring.VD.Recognizingcommunicativesignals.解析：考查听力技能教学。老师让学生做听力理解，并辨别说话者对终身学习的态度，由此可知老师是在训练学生通过听来理解说话者的意图、态度这一技能。A项“大意理解能力”，通常包括理解谈话或独白的主题和意图等：B项“词义猜测能力”，指借助各种技巧猜测谈话中所使用的生词、难词等未知表达方式的能力：C项”推理判断能力”，指对谈话人之间的关系、说话人的意图、情绪、态度和言外行为等非言语直接传达的信息，通过推理判断其深层含义，进而理解说话人的意图、谈话人之间的关系、说话者的情感态度等的能力：D项“交际信息辨别能力”，包括辨别新信息指示语、例证指示语、话题终止指示语、语轮转换指示语等。故此题正确答案为C。.Whichofthefollowingdoesnotbelongtothepost-listeningactivities?A.Multiple-choicequestions.B.Answeringquestions.C.Dictogloss.D.Listenandtick.V解析：考查听力教学。题干问的是哪一项不属于听后环节的活动，D项“听录音并打钩”属于听中环节的活动。.Whatreadingstrategydoes"pickingoutsomeparticularpiecesofinformationinatext"reflect?A.Skimming.B.Inferring.C.Scanning.VD.Skipping.解析：考查阅读策略。“pickingoutsomeparticularpiecesofinformationinatext'就是对C选项的解释和阐述。指“寻读”，故C为正确选项。A项指“略读”，B项指“推断”，D项指“跳读”，均不符合题意。.Whatistheteacherdoingintermsoferrorcorrection?T:Doeanyofyouhaveapetathome?S:Ihavedogathome.T:Oh,Iseeyouhaveadogathome.Isyourdogbigorsmall?A.Helpingstudentsdoself-correction.B.Indirectcorrection.VC.Toleratingcorrection.D.Encouragingstudentstodopeercorrection.解析：考查纠错方法。这个例子中，教师并没有直接说出“Youarewrong."，而是间接纠正了学生的语法错误，以保护学生的自尊心和学习英语的积极性。.Theonethatdoesnotbelongtotheapproachtoteachingreflectionis.A.teachingjournalB.audioorvideorecordingoflessonsC.actionresearchD.teachingplanV解析：考查教学反思的方法。教学日志、教学录音录像、行动研究都属于教学反思的方法，只有D项教案不是，故答案选D。.Whichofthefollowingactivitiesisthemostsuitableforgroupwork?A.Guessinggame.B.Storytelling.C.Informationgap.D.Dramaperformance.V解析：考查小组活动。四个选项中，最适合小组活动的是戏剧表演(dramaperformance)o.Whenstudentsaredoingactivities,theteacherwalksaroundandprovideshelpifnecessary,bothinideasandlanguage.Whatroleistheteacherplaying?A.Organizer.B.Assessor.C.Resource-provider.VD.Prompter.解析：考查教师角色。“教师在教室里走动，并给学生知识和语言上的帮助”体现了教师给学生提供资源上的帮助。organizer“组织者”，assessor“评价者”，resource-provider“资源提供者”，prompter“提示者”.故选C。二、简答题(总题数：1,分数：2.00).请简述写作教学活动中连贯性训练的形式及意义。正确答案：(正确答案：连贯性训练是写作教学活动的一种。它的主要形式有句子重组和短文填空。句子重组是指教师针对逻辑顺序涉及若干句子，让学生按照时间顺序、空间顺序、重要性顺序、一般到具体或具体到一般的顺序进行句子重组，连成一段符合逻辑的话，对学生进行语篇连贯技巧的训练。教师还可以设计一段没有使用语篇的衔接手段的话语，让学生通过添加代词、转折词语、重复关键词和有关句型等手段，使语义前后连贯，各语句间衔接自然。采用“短文填空”形式专项训练语篇衔接语的使用.使学生在训练中感悟语篇衔接与过渡的方法和手段，有利于学生学会信号词等衔接手段.促进篇章的和谐连贯。上述训练均能较为全面综合地发展学生的语篇写作能力。)解析：三、教学情境分析题(总题数：1,分数：2.00).请仔细阅读以下两则材料。材料一：Askthestudentstoreadthetextfasttogetthegeneralideaofeachparagraph.Atthesametime,analyzethewritingpatternofthetext.Paragraph1:Anenvironmentalreportpointsoutmanyplantsandanimalsareendangered.(problem)Paragraph2:Explaindifferentreasonsofendangerment.(analysis)IParagraph3:Suggestwhatpeoplecandotohelpendangeredplantsandanimals.(possiblesolution)材料二：AskstudentstoreadParagraph2and3againandfinishthenote-takingexercise.Note-takingWhatcausesendangerment?habitatlossarrivingofnewspeciesoverusingplantsandoverhuntinganimalspollutionWhatcanwedo?tostoppollutingtheenvironmenttocreatemorespaceforanimalsandplantstolearnmoreaboutanimals,plantsandtheenvironment根据上面所给的信息，从下列三个方面作答：(1)判断材料一和材料二分别体现的是阅读教学中的哪两个环节，说出判断依据。(2)两个阅读环节分别可以锻炼学生哪方面的能力？(3)在阅读教学中，应遵循哪些原则？正确答案：（正确答案：（1）材料一是阅读教学中的fastreading即快速阅读环节。依据：材料一要求学生快速阅读文章并抓住文章和各段落的主要内容或者中心思想，不重视细节。符合快速阅读环节特点。材料二是阅读教学中的carefulreading即细读环节。依据：材料二要求学生重新阅读第二段和第三段，并完成记笔记的练习。我们通过笔记内容得知，练习考查的是对文章细节的概括.因此相关的教学环节应是细读。（2）锻炼学生能力：快速阅读主要是在信息的海洋中.培养学生高效率获取信息.集约化处理信息的能力，锻炼学生短时间高度集中注意力.提高观察力、理解力和短期记忆力，使左右脑使用更加协调，思维更加敏捷。仔细阅读是为了提高学生理解信息的能力，锻炼学生捕捉主要信息，并运用信息内容及前后语境进行推理、判断，最终达到正确理解信息含义的目的。（3）原则：①读写结合，以读带写原则在英语阅读教学中。读是语言输入，写是语言输出。教师应该从课文中挖掘写作素材，以阅读带动写作，以写作促进阅读。读、写相得益彰。②泛读与精读结合原则一般来说.泛读以意义为中心，以理解为目的，不大重视语言形式；精读通常重视语言形式，以分析词、短语、句子、段落的结构与排列顺序为手段，深入理解文义，揭示作者思想意图、写作风格等。教师应将二者有机结合起来。③分层阅读原则分层阅读即一遍一遍地阅读同一文章，从略读到寻读，再到细读、研读，层层递进。④不同文体.不同教学方法原则对不同文体的阅读材料.教师应采用不同的阅读方式和布置不同的阅读任务。例如，对于对话体阅读材料，教师要让学生侧重理解人物关系和对话的涵义及其弦外之音，读后进行听、说和功能项目的训练，组织学生进行情景会话。⑤真实阅读，流畅阅读原则真实阅读要求学生应有意识地阅读一些有关英、美国家社会文化背景的材料和信息量大的科普读物，大量接触真实的语言.不断提高阅读速度和理解能力。流畅阅读要求学生选择适当的阅读策略，灵活使用多种阅读技能。）解析：四、教学设计题（总题数：1,分数：2.00）.设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语听说教学方案。该方案没有固定格式，但须包含下列要点：teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustifications教学时间：20分钟学生概况：某城镇普通高中三年级学生，班级人数40人，多数学生已经达到《普通高中英语课程标准（实验）》六级水平。学生课堂参与积极性一般。语言素材：AgreatChinesescientistFatheroftheChinesespaceprogrammeYuPing（YP）istalkingtoherfriendSteveSmith（SS）aboutQianXuesenandhisworkasarocketscientist.Part1YP:Whatdoyouwanttobewhenyougrowup,Steve?SS:Iwanttobeanastronomerandvisitstars.IwishtovisitMarsoneday.YP:IthinkI,dliketoworkinthespaceindustrytoo.I'dliketobearocketscientistlikeQianXuesen.SS:Whatdidhehavetodotobecomearocketscientist?YP:Well,hefirststudiedatuniversitytobeanengineer.LaterhewenttoAmericatostudyforhisdoctor'sdegree.Itwasthenhebegantoworkonrockets.SS:SoitwasluckyforourspaceprogrammethathecamebacktoChina.YP:Verymuchso.TherewasnoworkonspacerocketsinChinabeforehisinstitutetodesignandbuildrocketstogointospace.Part2SS:Doyouthinkhewantedtotravelintospaceinoneofhisrockets?YP:IhavenoideabutIbelievehelookedforwardtothefirstspaceflightbyaChineseastronaut.SS:Yes.NowthatChinahassentsatellitesintospace,Ihopewe'llbethefirsttolandonMars.ThatwouldreallybesomethingspecialandifIwerethatastronautIwouldputQianXuesen'spictureonMarstoshowhowmuchweadmirehiswork.YP:Indeed.HeisrightfullycalledthefatheroftheChinesespaceprogramme.HeismyheroandthisiswhyIwanttobearocketscientist.SS:Well,we'dbettergetonwithourhomework.Weneedgoodgradestogetintouniversity.YP:Rightyouare.Seeyou,then.SS:Seeyou.正确答案：(正确答案：TeachingContents:ThisisadialoguebetweenYuPingandherfriendSteveSmithaboutQianXuesenandhisworkasarocketscientist.TeachingObjectives:(1)Knowledgeobjectives①Studentscanunderstandthemeaningofsomenewwordsandexpressions:astronomer,thespaceindustry,arocketscientist,astronaut,satellite.②Studentscanunderstandthemeaningofthelisteningmaterial.(2)Abilityobjectives①Studentscanknowhowtogetinformationinadvancebeforelistening.②Studentscanimprovetheirskillsoflistening.(3)EmotionalobjectivesStudentscandeveloptheirpatrioticemotionthroughthelisteningandbemotivatedtostudyhard.TeachingKeyandDifficultPoints:(1)TeachingkeypointStudentscanimprovetheirabilitiesoflisteningforthegistandspecificinformation.(2)TeachingdifficultpointStudentscanfreelytalkaboutthestoryofQianXuesen.TeachingProcedures:Step1Pre-listening(6minutes)(1)UsethePPTtopresentsomepicturesofthenewwordsandexpressions:astronomer,thespaceindustry,arocketscientist,astronaut,satellite.(2)ShowsomepicturesaboutQianXuesenandaskstudentstopredictthecontentofthedialogue.(Justification:Theteachingofnewwordsandexpressionshelpsstudentsbewellpreparedforthelisteningtask,andthepredictionattractsstudents,attentiontothelistening.)Step2While-listening(8minutes)(1)ListentoParts1and2ofthetapeforthefirsttimeandwritedownthemainidea.(2)ListentoPart1againandanswerthesequestions:①WhatdidQianXuesenstudyfirst?②WhatexperiencedidhegetinAmericathatwasusefulforChina?③WhatwasQianXuesen,smainachievementwhenhereturnedtoChina?(3)ListentoPart2andfillinthechartbelow.(Justification:Thisstepcantrainstudents,abilitiesoflisteningforthemainideaandspecificinformation.)(4)Listentothetapeagaintochecktheanswers.Thengivesomeevaluationsandteachstudentssomelisteningstrategiesfortheircommonmistakes.below.(Justification:Tasksoflisteningforthegistandspecificinformationcanhelpstudentsfocusonthelisteningmaterialandimprovetheirlisteningabilities.Theinstructionsoflisteningstrategiescanhelpstudentsknowtheirweakpointanddobetternexttime.)Step3Post-listening(6minutes)(1)ShowthetapescriptsonthePPTandinviteapairofstudentstoreadthesampleconversationtotheclass.Askotherstopayattentiontotheirpronunciation.(2)AskstudentstoretellthestoryofQianXuesenusingthewordsandexpressionssuchasastronomer,thespaceindustry,arocketscientist,astronaut,satellite.(Justification:Thisstepaimstopracticestudents,pronunciationandimprovetheirspeakingabilityoftalkingaboutarocketscientist.))解析：五、阅读理解（总题数：2,分数：20.00）It,snosurprisethatJenniferSenior,sinsightful,provocativemagazinecoverstory,"IloveMyChildren,IHateMyLife,"isarousingmuchchatter—nothinggetspeopletalkinglikethesuggestionthatchildrearingisanythinglessthanacompletelyfulfilling,life-enrichingexperience.Ratherthanconcludingthatchildrenmakeparentseitherhappyormiserable,Seniorsuggestsweneedtoredefinehappiness:insteadofthinkingofitassomethingthatcanbemeasuredbymoment-to-momentjoy,weshouldconsiderbeinghappyasapast-tensecondition.Eventhoughtheday-todayexperienceofraisingkidscanbesoul-crushinglyhard,Seniorwritesthat"theverythingsthatinthemomentdampenourmoodscanlaterbesourcesofintensegratificationanddelight."ThemagazinecovershowinganattractivemotherholdingacutebabyishardlytheonlyMadonna-and-childimageonnewsstandsthisweek.Therearealsostoriesaboutnewlyadoptive—andnewlysingle—momSandraBullock,aswellastheusual"JenniferAnistonispregnant"news.Practicallyeveryweekfeaturesatleastonecelebritymom,ormom-to-be,smilingonthenewsstands.Inasocietythatsopersistentlycelebratesprocreation,isitanywonderthatadmittingyouregrethavingchildrenisequivalenttoadmittingyousupportkitten-killing?Itdoesn,tseemquitefair,then,tocomparetheregretsofparentstotheregretsofthechildless.Unhappyparentsrarelyareprovokedtowonderiftheyshouldn,thavehadkids,butunhappychildlessfolksarebotheredwiththemessagethatchildrenarethesinglemostimportantthingintheworld:obviouslytheirmiserymustbeadirectresultofthegapingbaby-sizeholesintheirlives.Ofcourse,theimageofparenthoodthatcelebritymagazineslikeUsWeeklyandPeoplepresentishugelyunrealistic,especially whentheparents aresingle motherslikeBullock.Accordingtoseveralstudiesconcludingthat parentsareless happythan childless couples,singleparentsaretheleasthappyofall.Noshockthere,consideringhowmuchworkitistoraiseakidwithoutapartnertoleanon;yettohear SandraandBritneytellit, raisinga kidontheir"own”(read:withround-the-clockhelp)is apieceofcake. It,shardtoimagine thatmanypeoplearedumbenoughtowantchildrenjustbecauseReeseandAngelinamakeitlooksoglamorous:mostadultsunderstandthatababyisnotahaircut.Butit,sinterestingtowonderiftheimagesweseeeveryweekofstress-free,happiness-enhancingparenthoodaren,tinsomesmall,subconsciouswaycontributingtoourowndissatisfactionswiththeactualexperience,inthesamewaythatasmallpartofushopedgetting"theRachel"mightmakeuslookjustalittlebitlikeJenniferAniston.(l).JenniferSeniorsuggestsinherarticlethatraisingachildcanbring.A.temporarydelightB.enjoymentinprogressC.happinessinretrospectVD.lastingreward解析：细节题。根据题干定位在文章第一段最后一句，JenniferSenior在此句话中指出，正是那些当时压抑我们的琐事，日后却成为满足和欢乐的源泉。要注意此句话中的“later"，而C项中“inretrospect”。意为“回顾往事，回想”，符合题意。A、D两项根据文中的"moment-to-momentjoy"和"intensegratificationanddelight”的字面含义，设置了一对相反的干扰项；B项属于反向干扰。.WelearnfromParagraph2that.A.celebritymomsareapermanentsourceforgossipB.singlemotherswithbabiesdeservegreaterattentionC.newsaboutpregnantcelebritiesisentertainingD.havingchildrenishighlyvaluedbythepublicV解析：细节题。根据题干定位在文章第二、三段，第二段列举了很多常见的新闻或杂志关于母亲和孩子的例子.段末特别强调“每周至少会有一位名人母亲或者准母亲的报道在杂志上笑迎读者”。而且在第三段首句接着第二段提到“在一个如此赞扬生育的社会中”，这是一个承上启下的句子，是对第二段的总结。也符合第一段以及第二段对养育孩子的正面评价。D项是对原文赞扬生育的同义替换。为正确答案。.ItissuggestedinParagraph3thatchildlessfolks.A.areconstantlyexposedtocriticismVB.arelargelyignoredbythemediaC.failtofulfilltheirsocialresponsibilitiesD.arelesslikelytobesatisfiedwiththeirlife解析：细节题。根据题干定位在文章第三段，首句指出，这个社会不断的颂扬生育；随后讲有孩子的人不会去考虑他们是不是不该有孩子，而没有孩子的人却经常受到困扰：世界上唯一重要的是孩子。这两句话原文都使用了被动语态，强调的是外界因素让他们去思考，受到困扰。最后一句话强调，没有孩子的人们.他们的痛苦就直接来源于生活中缺少孩子。社会如此看重孩子，而他们又没有孩子，深受外界困扰.因此可以判断他们经常受到批评。故A项为正确答案。B、C、D项在文中根本没有提及。.AccordingtoParagraph4,themessageconveyedbycelebritymagazinesis.A.soothingB.ambiguousC.compensatoryD.misleadingV解析：细节题。根据题干定位在文章第四段，首句就讲到这些名人杂志所传达的形象“theimageofparenthoodthatcelebritymagazineslikeUsWeeklyandPeoplepresentishugelyunrealistic其大意为：《美国周刊》、《人物》这样的杂志所提供的名人父母的形象非常不切实际。原文中使用了“hugelyunrealistic”，由此可见，名人杂志中传达的信息和现实相悖，具有误导性，故D项为正确答案。其他选项均月脱离文意。.Whichofthefollowingcanbeinferredfromthelastparagraph?A.Havingchildrencontributeslittletotheglamourofcelebritymoms.B.Celebritymomshaveinfluencedourattitudetowardschildrearing.VC.Havingchildrenintensifiesourdissatisfactionwithlife.D.Wesometimesneglectthehappinessfromchildrearing.解析：推断题。根据题干定位在文章最后一段首句，其大意为：Reese和Angelina这种名流使生孩子这件事变得如此体面光鲜，很难想象，有的人天真到居然相信他们而去生孩子。从这句话可以判断.有些人起初并不想生孩子，但一些名人把生孩子变成一件光彩体面的事情.而这些人模仿名人生儿育女。由此可以推断.名人会影响普通人看待生养孩子的态度。因此B项为正确答案。Americansnolongerexpectpublicfigures,whetherinspeechorinwriting,tocommandtheEnglishlanguagewithskillandgift.Nordotheyaspiretosuchcommandthemselves.Inhislatestbook,DoingOurOwnThing:TheDegradationofLanguageandMusicandWhyWeShould,Like,Care,JohnMcWhorter,alinguistandcontroversialistofmixedliberalandconservativeviews,seesthetriumphof1960scounter-cultureasresponsibleforthedeclineofformalEnglish.Blamingthepermissive1960sisnothingnew,butthisisnotyetanothercriticismagainstthedeclineineducation.Mr.McWhorter,sacademicspecialityislanguagehistoryandchange,andheseesthegradualdisappearanceof"whom”,forexample,tobenaturalandnomoreregrettablethanthelossofthecase-endingsofOldEnglish.Butthecultoftheauthenticandthepersonal,"doingourownthing",hasspeltthedeathofformalspeech,writing,poetryandmusic.Whileeventhemodestlyeducatedsoughtanelevatedtonewhentheyputpentopaperbeforethe1960s,eventhemostwellregardedwritingsincethenhassoughttocapturespokenEnglishonthepage.Equally,inpoetry,thehighlypersonal,performativegenreistheonlyformthatcouldclaimrealliveliness.InbothoralandwrittenEnglish,talkingistriumphingoverspeaking,spontaneityovercraft.Illustratedwithanentertainingarrayofexamplesfrombothhighandlowculture,thetrendthatMr.McWhorterdocumentsisunmistakable.Butitislessclear,totakethequestionofhissubtitle,whyweshould,like,care.Asalinguist,heacknowledgesthatallvarietiesofhumanlanguage,includingnon-standardoneslikeBlackEnglish,canbepowerfullyexpressive—thereexistsnolanguageordialectintheworldthatcannotconveycomplexideas.Heisnotarguing,asmanydo,thatwecannolongerthinkstraightbecausewedonottalkproper.Russianshaveadeeplovefortheirownlanguageandcarrylargechunksofmemorizedpoetryintheirheads,whileItalianpoliticianstendtoelaboratespeechthatwouldseemold-fashionedtomostEnglish-speakers.Mr.McWhorteracknowledgesthatformallanguageisnotstrictlynecessary,andproposesnoradicaleducat