2016上半年教师资格证《英语学科知识与能力(高级中学)》真题答案

20xx年上半年中小学教师资格考试真题试卷《英语学科知识与教课能力》（高级中学）（满分150分）—、单项选择题（本大题共30小题，每题2分，共60分）在每题列出的四个备选项中选择一个最正确答案。1.Excellentnovelsarethosewhich____nationalandculturalbarriers.1.A【分析】考察动词辨析。句意为“优异的小说是会超越民族和文化的阻碍的”。A,B两项与C,D两项均为形近词辨析。transcend胜“过，超越”，常用搭配是transcendnationalbarriers超越国界；traverse横“越，穿过”，traversethegrassland穿越草地；suppress抑“制，镇压”；surpass优“于，超出”。所以正确答案为A。AsAlicebelievedhimtobeamanofintegrity,sherefusedtoconsiderthepossibilitythathisstatementwas＿＿．2.C【分析】考察形容词辨析。空格要填入的是一个形容词，修饰“他的陈说hisstatement)”句意,为“由于Alice相信他是一个正直的人，所以她不以为他的言论存在＿可能性”。as表示因果关系，前半句对“他”的描绘是“正直的人”，后半句中refused表示否认，前后应当意思一致，所以空格应当表达和integrity相对的含义。irrelevant不“相关的，不贴题的”,facetious幽默“的，爱开玩笑的”，fictitious`嘘构的，假造的”，illogical不合“逻辑的，不合常理的”。所以正确答案为C。Thegirlsareafraidthatbeingfriendlytostrangerscouldbemisinterpretedbytheir＿＿neighbours.C.ever-presentingD.ever-presently1/163.A【分析】考察形容词的用法。句意为“女孩们担忧对陌生人友好会被如影随形的街坊误会”。ever-present修饰名词，表示“不时存在的”，比如，“爱是永久的”可翻译为loveisever--present。没有B和C这种搭配。形容词修饰名词，清除D选项。所以正确答案为A。4.Hispresentationwillshowyou____canbeusedinothercontexts.A.thatyouhaveobservedB.thathowyouhaveobserved4.D【分析】考察从句。showsbsth构造，这里sth是how指引的宾语从句，宾语从句中缺主语，what指引的主语从句，翻译为“所,,的”what作observe的宾语。句意为“他的讲话将向你展现，你所察看到的怎样被用于其余语境”。所以正确答案为D。Manystudentsstarteachtermwithanawardcheck,butbythetimebooksarebought,foodispaidfor,andabitofsociallife＿＿,itlooksratheremaciated.5.B【分析】考察省略。句中出现了三个并列构造：booksarebought,foodispaidfor,andabitofsociallif。e一般状况下，谓语动词是不行省略的，假如内容与其前所说的内容是并列关系，谓语动词为be时，则能够省略be动词。依据arebrought,ispaid和并列构造来看，这里应当填一般此刻时的被动语态，清除C选项，livealife这里应当用被动，清除A,D，所以正确答案为B。句意为“好多学生在学期伊始有支票奖赏，但在买了书和食品及交际花销以后，钱就变少了”。6.Whichofthefollowingiscorrectinitsuseofpunctuation标点?A.Theteacherasked,“Whosaid,,Givemelibertyorgivemedeath??B.Theteacherasked,“Whosaid,,Givemelibertyorgivemedeath??C.Theteacherasked,“Whosaid,Givemelibertyorgivemedeath?D.Theteacherasked,“Whosaid,Givemelibertyorgivemedeath??2/166.D【分析】考察标点的用法。Whosaid后边是一句话，不用逗号分开，排除A和B。引用语用双引号标出，假如引用语中又有引用语则用单引号。C和D差别在问号的地点，假如引语为疑问句的话问号要放双引号内，所以正确答案为D。ThepairofEnglishphonemes音素_differintheplaceofarticulation发音部位.A./?/and/?/B./θ/and/e/C./d/and/z/D./m/and/n/7.D【分析】考察音素的发音。[?][?]都属于Palatal（上9音）);*θ+[e]都属于Dental（齿音）);/d//z/属于Alveolar（齿龈音）；/m/属于Bilabial（双唇音），/n/属于Alveolar（齿龈音），发音部位不一样。所以正确答案为D。8.Thereare＿consonantclusters辅音连缀inthesentence“Brian,Iappreciatebeautifulscarfyoubroughtme.”8.D【分析】考察辅音连缀。在同一个意群内，假如有两个或两个以上的辅音音素联合在一同，这种语音现象称为辅音连缀。辅音连缀出此刻词首、词中和词尾。比如：Brian,Iappreciatebeautifulscarfyoubroughtme．该句子中下画线处辅音均构成辅音连缀，分别是［b］+［r］,［p］+［r］,［s］+［k］,［r］+［f］,［b］+［r］。此中［r］+［q］是词尾辅音连缀。9.Whensaying“It?snoisyoutside”togetsomeonetoclosethewindow,thspeakerintendstoperforma(n)＿.A.directspeechactB.locutionaryact9.C【分析】考察语言行为理论。依据奥斯汀语言行为理论，说话者说话时可能同时实行三种行为：言行家为（locutionaryact）是说出词、短语和分句的行为，它是经过句法、词汇和音位来表达字面意义的行为。言外行为（illocutionaryact)是表达说话者的企图的行为，它是在说某些话时所实行的行为。言后行为（perlocutionaryact)是经过某些话所实行的行为，或讲某些话所致使的行为，它3/16是话语所产生的结果或所惹起的变化，它是经过讲某些话所达成的行为。塞尔在奥斯汀语言行为理论的基础上，提出了间接语言行为理论。间接语言行为(indirectspeechact）指的是经过一种言外行为间接地达成此外一种言外行为的状况。也就是说，交际者在实行间接语言行为时常常不直接说出自己要说的话，而是依靠此外一种（经常是直接的）语言行为来间接地表达其企图。依据以上语言行为理论，说话者说“It’snoisyoutside的企图”是嫌外面吵，想让听话者听到他的话语以后关上门，那么说话者达成的是言外行为，也是一种间接语言行为。故答案选C。ThataJapanesechildadoptedatbirthbyanAmericancouplewillgrowupspeakingEnglishindicates＿ofhumanlanguage.A.dualityB.culturaltransmissionC.arbitrarinessD.cognitivecreativity10.B【分析】考察语言的实质特色。duality二“重性”：指语言的等级性，包含形位和音位；culturaltransmission文“化传达性”：指语言要经过教课和学习才能获取；arbitrariness随意“性”：语言符号的形式与表表示义没有天然联系，语言音和义之间的随意性；cognitivecreativity认知创“造性”。题干“日本儿童出生时被美国夫妻收养，长大后说英文”正是表现了语言的文化传达性。所以正确答案为B。Fluentandappropriatelanguageuserequiresknowledgeof＿11.D【分析】考察词汇教课。从传统的词汇学角度来讲，词义包含观点意义（denotativemeaning）和关系意义（connotativemeaning)。观点意义指的是词汇的字面意义，而关系意义指的是词汇的引申意义，往常会附带感情在此中。依据题干，表示我们应当进行词块教课而非单个词汇，而词块教课指的是学习单词是应当注意搭配，比如decreaseto,decreaseby分别意为“降落到”和“降落了”，能够判断出流畅正确的语言要求具备搭配知识，应选D。4/1612.“Underliningallthepastformverbsinthedialogue”isatypicafocusingon＿.D.function12.B【分析】考察语法教课。题干的意思是“标出对话中全部的过去式”是一种着重什么的典型练习。过去式属于语法教课内容中的语言的形式，应选B。Whichofthefollowingactivitiesmaybemoreappropriatetohelpstudentspracticeanewstructureimmediatelyafterpresentationinclass?A.Roleplay.B.Groupdiscussion.C.Patterndrill.D.Writtenhomework.13.C【分析】考察语法教课。题干的意思是以下哪个活动更适合帮助学生在学习后立刻练习新的语法构造。A项是角色饰演，B项是小组议论，C项是句型练习，D项是书写作业。四项对比，句型练习更适合新知表现后的语法教课模型的练习部分，A,B项能够放在产出部分，应选C。Whenteachingstudentshowtogiveappropriateresponsestoacongratulationoranapology,theteacherisprobablyteachingat＿.14.D【分析】考察语篇教课。题干的意思是当教授学生怎样对庆祝和致歉进行适合的回应时，老师能够从哪个层次进行教课。A项是词汇层次，B项是句式层次，C项是语法层次，D项是话语（语篇）层次。庆祝和致歉属于沟通，是语言功能的运用，经过话语层次教课，能够有益于学生经历真切语境，提升语言运用的正确性。应选D。Whichofthefollowingactivitiescanhelpdeveloptheskilloflisteningforgist?A.ListenandfindoutwhereJimlives.B.Listenanddecideonthebesttitleforthepassage.5/16C.Listenandunderlinethewordsthespeakerstresses.D.Listentopairsofwordsandtelliftheyarethesame.15.B【分析】考察听力教课。题干的意思是以下哪项活动能够帮助训练听取中心粗心的技巧。A项指听文章找出吉姆住在哪里，B项指听文章选出最适合的题目，C项指听文章画出说话者重申的单词，D项指听词，判断两个词能否一致。选项中只有B项是对文章粗心的掌握，其余为细节题，应选B。D.evaluative16.C【分析】考察阅读教课。题干的意思是外语教师问学生“作者没有明确告诉我们，怎样判断出他喜爱这个地方”，老师是在帮助学生进行什么阅读。A项是字面阅读，B项是赏识性阅读，C项是推测性阅读，D项是评论性阅读，故选C。A.Displayquestions.B.Rhetoricalquestions.C.Evaluationquestions.D.Referentialquestions.17.A【分析】考察讲堂发问的形式。课文理解性问题一般分为三类：展现性问题（displayquestions)、参阅性问题（referentialquestions）和评估性问题(evaluationquestions)。此中，展现性问题往常被用来检测学生对课文内容的理解程度，就课文中的字词句或许某个重要的细节向学生发问。这种问题的答案往常是独一的，教师早先知道，学生只要依靠表层理解或是查找课文便能找到的。题干意思是以下哪一种种类的问题常用于检核对文章字面意思的理解。应选A。Whichofthefollowingisatypicalfeatureofinformalwriting?A.Awell-organizedstructureispreferred.C.Technicaltermsanddefinitionsarerequired.D.Awiderangeofvocabularyandstructuralpatternsareused.6/1618.B【分析】考察写作种类。A项是构造清楚，B项是短句、半句很常有，C项是需要使用专业词汇，D项是使用大批不一样的词汇和句式，A,C,D项是正式写作文体的特色，题干意思是以下哪项是非正式写作的典型特色。应选B。Peer-editingduringclassisanimportantstepofthe＿approachtoteachingwriting.19.C【分析】考察写作教课。写作教课分为重结果的写作、重内容的写作和重过程的写作。在重过程的写作中，改正（自改和互改）、校正和议论是其过程的重要构成部分，题干意思是讲堂上同桌互改的活动对于哪一种模式的写作教课很重要。应选C。20.Portfolios,dailyreportsandspeechdeliveringaretypicalmeansof＿.A.norm-referencedtestB.criterion-referencedtestC.summativeassessmentD.formativeassessment20.D【分析】考察评论方式。题干意思是作品集、每天报告以及演讲是以下哪一种的典型方法。A项是常模参照测试，主要用于选拔；B项是标准参照测试，依据早先设计的标准，对考试结果进行比较；C项是终结性评论，一般在学期或学年结束后进行，按期末考试、结业考试等；;D项是形成性评论，是对学诞辰常学习过程中的表现做出评估。作品集、报告和演讲都是平时活动，应选D。请阅读Passagel,达成第21~25小题。Passagel.WhentheViaductdeMillauopenedinthesouthofFrancein2004,thistallestbridgeintheworldwonworldwideaccolades.Germannewspapersdescribedhowit“floatedabovetheclouds”with“eleganceandlightness”and“breatInFrance,paperspraisedthe“immense”“concreteitmeregiantcoincidence.”WasthattheGermanssawbeautywheretheFrenchsawheftandpower?LeraBorodisky7/16thinksnot.Inaseriesofcleverexperimentsguidedbypointedquestions,Boroditskyisamassingevidencethat,yes,languageshapesthought.Theeffectispowerfulenough,shesays,that“theprivatementallivesofspeakersofdifferentlanguagesmaydifferdramatically,”notonlywhentheyarethinkinginordertospeak,mannerofcognitivetasks,”includingbasicsensoryperceptionmall.flukeof“Evengrammar”—thegenderofnouns—“canhaveaneffectonhowpeoplethinkaboutthingsintheworld,”shesays.Whichofthefollowingisclosestinmeaningtotheunderlinedword“accolades”inPARAGRAPHONE?A.Praises.B.Awards.C.Support.D.Gratitude.22.WhatcanbeinferredfromPARAGRAPHTWO?A.Languagedoesnotshapethoughtsinanysignificantway.B.Therelationshipbetweenlanguageandthoughtisanage-oldissue.C.Thelanguagewespeakdetermineshowwethinkandseetheworld.D.Whetherlanguageshapesthoughtneedstobeempiricallysupported.23.Whatistheroleoftheunderlinedpart“Asinthatbridge”inTHREE?A.Reflectingontopicsthatappealtotheauthorandreaders.B.Introducingnewevidencetowhathasbeenconfirmedbefore.C.Identifyingthekindsofquestionssupportedbytheexperiments.D.Claimingthatspeakersofdifferentlanguagesdifferdramatically.Whichofthefollowinghasnothingtodowiththerelationshipbetweenlanguageandthought?A.Peoplerememberwhattheysawbothvisuallyandverbally.B.Languagehelpstoshapewhatandhowweperceivetheworld.8/16C.Grammarhasaneffectonhowpeoplethinkaboutthingsaroundus.D.Sciencehasonlyscratchedthesurfaceofhowlanguageaffectsthought.Whichofthefollowingbestrepresentstheauthor?sargumentinthepassage?A.Thegenderofnounsaffectshowpeoplethinkaboutthingsintheworld.B.GermansandFrenchmenthinkdifferentlyabouttheViaductdeMillau.C.Languageshapesourthoughtsandaffectsourperceptionoftheworld.D.Therearedifferentmeansofprovinghowlanguageshapesourthoughts.请阅读Passage2完.成第26~30小题。Passage2WhenAmerican-bornactorMichaelPenawasayearold,hisparentsweredeported.TheyhadillegallywalkedacrosstheU.S.borderfromMexicoandwhentheywerecaughtbyimmigrationauthorities,theysentPenaandhisbrothertostaywithrelativesintheU.S.“Itwasquiteabitofagambleformyparents,“buttheycamebackayearlater.”Pena?sfather,whohadbeenafarmerinMexico,gotajobatabuttonfactoryinChicagoand,eventually,agreencard.PenastayedinChicagountil,at19,hefledtoLosAngelestopursuehisactingdreams.ThisfamilyhistorymakesPena?slatestroleespeciallypersonal.InCesarChavez,PenaplaysthelaborleaderashestrugglestoorganizeimmigrantCaliforniafarmworkersinthe1960s.Topressuregrowerstoimproveworkingconditionsandwages,Chavezledanationalboycottoftablegrapesthatlastedfrom1965to1970andisrecordedinthefilm.Chavez,likePena,wastheAmerican-bornsonofMexicanfarmerswhoimmigratedtotheU.S.“AsimmigrationpolicyishotlydebatedonCapitolHillthisyear,LunaandotherswhowereinvolvedwithCesarChavezarehopingthemoviewillsparknewsupportforreformandinspireAmericanLatinostogetinvolved.“ThemessageCwasthatchangecouldn?thappenwithoutthemassesbeingapartoftheirownchange,”saysrera,FerafirstgenerationHonduranAmericanwhoplaystheunion9/16leader?swifeHelen.RosarioDawson,whoco-foundedtheadvocacygroupVotoLatino,playsChavezallyandlaborleaderDoloresHuerta.ChavezfoundedtheUnitedFarmWorkers(UFW).UndocumentedworkersnowmakeupafarlargershareoftheagriculturalworkforceinCaliforniathantheydidinthe1960s,accordingtoMiriamPawel,authorofTheCrusadesofCesarChavez,publishedthenextmonth.Chavezwasvehementlyagainstillegalimmigration,believingitmadestrikesdifficulttoexecuteandweakenedtheunion.Heinitiatedaprograminthemid-1970stolocateundocumentedfarmworkersandreportthemtoimmigrationofficials,Pawelwrites.Anddespitehisearlyvictories,Chavez?sUFWunionrepresentsjustasmallpartofthoseworkingonCaliforniafarmstoday.“Chavez?slegacyisnotinthefield,whichissad,”saysPawel.Still,sheorganizingstrategies,featuredextensivelyinCesarChavez,havebeenadoptedbyotheractivists,includingthoseleadingthemodernimmigrant-rightsmovement.Chavez'smostimportantcontributionmayhavebeenhumanizingtheLatinopopulationfortheAmericanpublic.Farmlaborers,manyofwhombarelyspokeEnglish,traveledacrossthecountryduringthegrapeboycott,standingoutsidegrocerystorestopersuadehousewivesnottobuygrapesandtospreadthewordabouttheirplight.“Theygavetheboycottthisveryface,human”saysPawel.“Itwasfamiliestalkingtootherfamilies,”saysLuna.“It?saboutthepowerwehabeingwhoweare.”WhathasmadePena?sroleasChavezinthemovieCesarChavezsodistinctive?A.HisMexicanimmigrantbackground.B.HisAwarenessofhisMexicanheritage.C.Hisbilinguallifeathomeandatschool.D.HisstatusbeforelegalregistrationintheUS.27.Whomdoestheunderlinedword“He”inPARAGRAPHTWOreferto?A.Luna.B.Pena.C.Chavez.D.Ferrera.10/16(12分)Whatdidthefilm-makerswanttoachievethroughthemovieCesarChavez?A.Toreportonimmigrationpolicydebates.B.Tostirimmigrationdebateswithabiopic.C.TomakeknowntheachievementsofMichaelPena.D.Tohighlighttheseedsofchangewithinthemassesinvolved.Whichofthefollowingisclosestinmeaningtotheunderlinedword"vehemently"inPARAGRAPHFOUR?D.Actively.WhichofthefollowingmaybestsummariesChavez?scontributioninleadingtheLatinoimmigrant-rightsmovement?B.Themodernimmigrant-rightsmovementleadersknewhowtoorganizetheiractivitiesstrategically.C.TheU.S.governmentknewhowtolocateundocumentedfarmworkersandofferthemofficialregistration.D.TheMexicanfarmworkerscouldtravelacrossthecountryduringthegrapeboycotttosharetheirsufferings.二、简答题（本大题1小题，20分）依据题目要求达成以下任务，用中文作答。31.某位高一英语教师组织了一个对于oilpollution的口语活动，学生们却对该活动没有兴趣，活动难以展开。请剖析学生不感兴趣的两个主要原由（8分），并列举组织成功的口语活动应注意的三个主要事项。31.【参照答案】学生不感兴趣的两个主要原由：第一，口语话题自己拥有必定难度性，选择的话题自己是陌生的，远离学生的实质生活，学生对油污染的背景知识、有关原由和影响其实不认识。所以无11/16法惹起学生的学习兴趣。学生在达成任务的过程中，可能会碰到生词，难以表达。第二，口语活动形式过于单调，学生缺乏参加踊跃性，学生对履行任务的兴趣也会淡化。第三，教师也没有进行必需的背景知识介绍，没有赐予必需的词汇或许句式构造，没有给学生搭建有效的梯子，让学生感觉无从下手。应注意的三个主要事项：第一，要切合口语活动设计原则。口语活动的人物与话题要有真切性和可操作性，一定能惹起学生的兴趣，同时还应当切近他们的生活、学习经历与社会实质；话题的难度要切合学生的英语水平与能力；话题任务的安排要有梯度，不一样的任务能够穿插进行，组织讲堂教课。第二，设计丰富多彩的口语活动。比如，故事表演，话题争辩，采访活动和演讲等。教师应当宽泛采集资料，尽可能设计不一样种类、风格与要求的任务，应用于平时的讲堂教课过程，使学生的创新精神与实践能力获取不停地培育与提升。第三，口语活动要表现全员参加性。依据新课标，学生是讲堂的主体，教师是参加者、组织者和指引者的角色。所以，教师要从学生“学”的角度设计出各样教课活动，使学生在达成各样任务的过程中逐渐形成运用语言的能力。同时，口语活动要兼备个性化发展和全员性参加，实现因材施教。三、教课情境剖析题（本大题1小题，30分）依据题目要求达成以下任务，用中文作答。2．下边是某高中教师的讲堂教课片段。T:Justnowwegettoknowmanydifferentsports,forexample...Ss:Weight-lifting,fencing,aerobics,triathlon,shooting...12/16Great.Now,let?sthinkaboutthisquestion:Howmanytypescanthesesportsbedividedinto?Ss:(discusswithpartners)T:Forexample,football,tennis,table-tennis,theybelongto...Sl:Ballgames.Great.Andthen...Howaboutrings?Doublebars?Whichtypeofsportsdotheybelongto?Ss:(silent)T:(write“gymnastics”ontheblackboard)Nowreadafterme...S2:MsXia,howtosay“kualan”inEnglish?ItisthehonorofallourChinesepeople.Yeah,wereallyoughttoknowl10-hurdlerace.Bytheway,whichtypedobothrunningandl10-hurdleracebelongto?Ss:(silent)Letmetellyou,trackandfieldsports.Readafterme.Ss:(readaftertheteacher)Don?tforgetthesportsthataredoneinthewater—thewatersports.Sowhatarethedifferenttypesofsportswe?velearnttoday?Ss:Ballgames,gymnastics,trackandfieldandwatergames.T:Excellent!依据上边所给信息，从以下两个方面作答：(1)该片段属于什么教课环节（6分）?其教课目标是什么？(6分)(2)该片段存在哪两个主要问题（10分）?请提出相应的改良建议。（8分）13/16【参照答案】(1)该教课片段属于新课解说（Presentation）和练习Practice）环节。新课表现是新课教课中最重要的一环，目的是运用多种手段来创建情境与环境，介绍新的语言资料，指导学生理解和掌握知识，传达教课信息。练习环节的目的是让学生在某一特定话题下，经过机械性练习即控制性及半控制性练习，不停加强某一或某些语言构造和词汇。(2)问题一：新课教课环节的单词解说过难：解说的词汇需要注意学生的知识贮备、认知能力和兴趣喜好。该教师在解说单词的过程中，忽视了学生的知识贮备，学生对新学的单词都不熟习。改良建议：①课前必定熟习明确学生的知识水平。②培育学生优异的学习习惯，从而拓宽词汇量。帮助学生学会怎样正确使用词典，自觉累积词汇，实时复习。学生要常查词典，但不要一味地依靠词典，应指导学生尽可能利用上下文找线索来猜词，养成对记词汇的敏感性，注意习习用法与固定搭配等用法，指引学生在语境中学习词汇。学生掌握了音标、构词法等，就能在较少的时间里掌握许多的词汇，并经过词缀、近似词等来扩大词汇量。教师还能够指导学生运用其余方法，如联想、察看、对照、剖析法来学习词汇，变难为易，以便养成优异的学习习惯。问题二：教课方法单调：该片段中教师只利用词汇概括的方式来表现新的单词，方式过于一。改良建议：展现词语意思的时候能够经过实物、动作、手势、定义、词汇信息（如近义词、反义词等）、上下文信息、表格、图表、翻译、间答、语义导图、信息填补等方式来进行。展现词语的构造和用法时能够经过例子、解说、同义词、反义词、上下文、问答、构造导图等方式进行。四、教课方案题（本大题1小题，40分）依据供给的信息和语言素材设计教课方案，用英文作答。3．设计任务：请阅读下边学生信息和语言素材，设计20分钟的英语阅读教课方案。该方案没有固定格式，但须包含以下重点：teachingobjectivesteachingcontentskeyanddifficultpoints14/16majorstepsandtimeallocationactivitiesandjustifications教课时间：20分钟学生概略：某城镇一般高中二年级（第一学期）学生，班级人数40人。多半学生已经达到《一般高中英语课程标准（实验）》六级水平。学生讲堂参加踊跃性一般。语言素材：Words,words,wordsBritishandAmericanEnglisharedifferentinmanyways.Thefirstandmostobviouswayisinthevocabulary.TherearehundredsofdifferentwordswhicharenotusedontheothersideoftheAtlantic,orwhichareusedwithadifferentmeaning.Someofthesewordsarewellknown—Americansdriveautomobilesdownfreewaysandfillupwithgas;theBritishdrivecarsalongmotorwaysandfillupwithpetrol.Asatourist,youwillneedtousethe【参照设计】ClassType:ReadingclassTeachingContents:ThispassageisaboutsomedifferencesbetweenBritishEnglishandAmericanEnglish.TeachingObjectives:Knowledgeobjective:StudentswillknowsomedifferencesbetweenBritishEnglishandAmericanEnglish.Abilityobjectives:(1)StudentscanidentifyavarietyofEnglish.(2)Studentsareabletofindoutthemai