美国加州教材 English Learner Handbook.pdf

?English Learner HandbookROBINC.SCARCELLAUNIVERSITY OFCALIFORNIA,IRVINECopyright by The McGraw-Hill Companies,Inc.All rights reserved.Permission is granted to reproducethe material contained herein on the condition that such material be reproduced only for classroom use;be provided to students,teachers,and families without charge;and be used solely in conjunction withDiscovering Our Past:Ancient Civilizations.Any other reproduction,for use or sale,is prohibited withoutwritten permission from the publisher.Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus,OH 43240-4027ISBN 0-07-870320-4Printed in the United States of America1 2 3 4 5 6 7 8 9 10 113 09 08 07 06 05Robin C.Scarcella has taught English as a second language(ESL)as an elementary,junior high,and high school teacher in California;as a bilingual education teacher in a California high school;and as aninstructor of English as a foreign language in Mexico.As a professor,Scarcella has taught such courses as English as a Second Language,Sec-ond Language Acquisition,History of the English Language,ContrastiveAnalysis,Structure of English,and Methods of Teaching English to EnglishLearners.She has taught English learners(ELs)at the University ofSouthern California,University of California at Santa Barbara,Uni-versidad Autnoma de Gudalajara,Stanford University,University ofMichigan,and most recently at the University of California at Irvine,where she has directed the ESL Program the past seventeen years.ABOUTTHEAUTHORiiiINTRODUCTION.vUsing the English Learner HandbookBackgroundStages of Language AcquisitionThe Effective ClassroomFocusing on Essential Concepts and LanguageFluency and AccuracyEnglish Learner ActivitiesChapter 1 The First Civilizations.1Chapter 2 Ancient Egypt and Kush.9Chapter 3 The Ancient Israelites.21Chapter 4 Early India.31Chapter 5 Early China.41Chapter 6 The Ancient Americas.51Chapter 7 The Ancient Greeks.59Chapter 8 Greek Civilization.69Chapter 9 The Rise of Rome.77Chapter 10 Roman Civilization.87Chapter 11 The Rise of Christianity.97Answer Key.107Table of ContentsTable of ContentsIntroduction to English Learner HandbookvUsing the English Learner HandbookThis English Learner Handbook wascreated to assist teachers who work withEnglish learners.It was designed for stu-dents at the intermediate to advancedlevels of English proficiency,but it can beused to facilitate learning for native Eng-lish speakers and speakers of nonstan-dard English as well.The goal of thehandbook is to help teachers provideaccess to successful,evidence-basedstrategies and activities for teaching stu-dents history/social studies contentwhile simultaneously improving theirEnglish proficiency.BackgroundIn the past decade,the Englishlearner student population in kinder-garten through grade twelve has morethan doubled.The ranks of Englishlearners requiring assistance to learnEnglish have burgeoned.According tothe U.S.Department of Education,nationwide nearly one in twelve publicschool childrenabout four millionwere given additional help to acquireEnglish in 2001-2003.In states such asCalifornia,where approximately 1.5 million English learners attend schools,English learners represent over one-fourth of the total public school enroll-ment.These students are deemed“English learners,”because they are stillin the process of learning English.The nations English learners speakmore than 80 different languages.Although three-fourths of them speakSpanish,many come from homes whereother languages are spoken.Nationwide,the fastest growing foreign languagesused in homes in the United Statesinclude Chinese,Vietnamese,Russian,Arabic,and French Creole(U.S.Census2000).English learners have highlydiverse backgrounds.Factors contribut-ing to this diversity include their countryof origin,cultural traditions,immigra-tion status,and socioeconomic levels.They have varying values and beliefs.Observations of their speech and writingdemonstrate that they have acquired different levels of English proficiency in each of the four language skillsareaslistening,speaking,reading andwritingand that they follow diversepatterns of acculturation.Some areexposed to much academic English out-side school,whereas others are exposedto none at all,and still others hear onlynonstandard varieties of English in theircommunities and schools.AcademicEnglish is the variety of English used inscholarly settings,often by those in posi-tions of power in the United States.Non-standard varieties of English includeChicano English,Korean English andEnglish“learner language,”sometimesreferred to as“interlanguage.”Depending on their previous experi-ences,English learners may haveadvanced content knowledge and liter-acy skills in their first language,or theymay have limited or interrupted formerschooling.Some may have neverattended school in their home countries.For English learners in the United States,oral fluency in English is not a goodindicator of literacy skills and contentknowledge either in English or in