teacherattendance英美概况
2024版年度《英美概况教案》PPT课件
美国文化与社会
第一季度
第二季度
第三季度
第四季度
多元文化
美国是一个由多民族组 成的国家，拥有丰富多 彩的文化传统。不同民 族和种族的文化在这里 交融，形成了独特的美 国文化。
社会制度
节日与庆典
美国的社会制度以自由、 平等和民主为核心价值。 其教育、医疗、社会保 障等制度相对完善，为 居民提供了较好的生活
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交际策略运用指导
礼貌用语
教授学生使用得体的礼 貌用语，以建立良好的
人际关系。
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非语言交际
了解并运用肢体语言、 面部表情、眼神交流等 非语言交际方式，增强
交际效果。
交际技巧
学习并掌握倾听、表达、 提问、回应等交际技巧，
提高沟通效率。
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解决交际障碍
教授学生如何应对语言 障碍、文化冲突等交际 问题，以化解误会和矛
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网络资源，如官方网站、学术论坛等， 提供更多关于英美的信息和讨论平台
旅游指南和游记分享，激发学生对英 美的兴趣和好奇心，促进跨文化理解。
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THANKS
感谢观看
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英国课程设置
注重传统学科的教学，如文学、历史、哲学等，同时增加职业 教育和技能培训课程。教学方法以学生为中心，注重启发式教 学和讨论式教学。
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美国课程设置
更加灵活多样，包括社会科学、自然科学、艺术等多个领域。 教学方法强调实践性和创新性，注重培养学生的团队协作和问 题解决能力。
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教育改革与发展趋势分析
条件。
美国有许多重要的节日 和庆典活动，如独立日、 感恩节、圣诞节等。这 些节日和庆典不仅丰富 了美国人的文化生活， 也吸引了众多游客前来
英美概况课的要求
英美概况课的要求
一、课程目标：
二、教学内容：
1.历史概述：课程将从英国和美国的起源开始，介绍两国的历史发展
过程，重点研究两国的政治制度、经济发展、社会结构等方面的变化和影响。
2.政治制度：重点分析英美两国的政治制度，包括选举制度、行政体制、立法机构等，讲解两国政治体系的运作原理和特点。
3.经济发展：课程将对英美两国的经济发展进行详细分析，包括工业
革命、经济发展模式的差异、全球化的影响等。
三、教学方法：
1.授课讲授：教师采用直接的授课方式，向学生介绍和解释课程重点
内容，包括历史事件、政治制度、经济发展等方面的知识。
2.案例分析：通过分析实际案例，让学生学会运用知识解决问题，培
养学生的分析能力和解决实际问题的能力。
3.小组讨论：教师将学生分成小组，让他们在小组内进行讨论和合作，共同探讨与课程相关的问题，培养学生的团队合作和沟通能力。
英美概况内容及翻译
英美概况复习此为大学英语专业考试内容，下文含翻译。
USAI. Geography1. Geographic Features1.1 The Eastern HighlandsFormed by the Appalachian Range.?1. An average elevation of 800 meters above the sea level.?2. The highest peak:? Mount Mitchell (1856 m)：the highest peak of the Appalachian Range ?3. East: the narrow Atlantic Coast plain1.2 The Central Plains1. Vast plains between the Appalachian Mountains and the Rocky Mountains?2. Drained by the Mississippi River and its tributaries?3. Usually divided into two regions:?1) the Great Plains in the west: vast treeless prairies in the west and agricultural areas in the east?2) the Central Lowland in the east: from the five Great Lakes to central Texas1.3 The Western MountainsHigh plateaus and mountainous country?1. The Rocky Mountains: over 3,000 meters above the sea level?The continental divide of the United States ?2. West of the Rockies:? the Columbia Plateau in the north ?the Colorado Plateau in the southGrand Canyon,the Great Basin in between?The Pacific Mountain System consists of three regions: The Cascade Range, the Sierra-Nevada, and the Pacific Coast Range.?The Sierras contain Mount Whitney (4421m), the highest peak in the US outside Alaska.?Death Valley in eastern California, 85 meters below sea level2. ClimateThe United States has a large size and a wide range of geographic features. Every type of climate is represented in the country: The climate is temperate in most areas, tropical in Hawaii and southern Florida, polar in Alaska, semi-arid in the Great Plains west of the 100th meridian, desert in the Southwest, Mediterranean in Coastal California, arid in the Great Basin?Extreme weather is common: the states bordering the Gulf of Mexico are prone to hurricanes, and most of the world's tornadoes occur within the continental United States, primarily in the Midwest.3. RiversThe Mississippi River (Great River, Big River in Indian language) is 3,770 km long: the second longest river in the United States. It originates from Minnesota and empties into the Gulf of Mexico.?The Missouri River is 4,090 km long. It is the longest river (longest branch of the Mississippi). It is a Mississippi tributary, flowing from the confluence of the Jefferson, Madison, and Gallatin and emptying into the Mississippi River.The length of the Mississippi-Missouri-Jefferson combination is approximately 6,262 km?The Arkansas River (2,364 km) is the second longest tributary of the Mississippi River. The Ohio River is the largest Mississippi tributary measured by water volume.?The Yukon River is a major watercourse of northwestern North America. Rising in British Columbia, Canada, it runs 3,700 km long, emptying into the Bering Sea.5 great lakesII． American History1. Where did the first Americans come from and why did they migrate to America?Book P 4-52. American Civil warThe American Civil War (1861–1865), also known as the War Between the States, was a civil war in the United States of America. Eleven Southern slave states declared their secession from the U.S. and formed the Confederate States of America (the Confederacy). Led by Jefferson Davis, they fought against the U.S. federal government (the “Union”), which was supported by all the free states and the five border slave states.2.1 The CausesThe coexistence of a slave-owning South with an increasingly anti-slavery North made conflict likely. Lincoln did not propose federal laws against slavery where it already existed, but he had, in his 1858 House Divided Speech, expressed a desire to “arrest the further spread of it, and place it where the public mind shall rest in the belief that it is in the course of ultimate extinction”. Much of the political battle in the 1850s focused on the expansion of slavery into the newly created territories. All of the organized territories were likely to become free-soil states, which increased the Southern movement toward secession. Both North and South assumed that if slavery could not expand it would wither and die.The coexistence of a slave-owning South with an increasingly anti-slaveryNorth made conflict likely. Lincoln did not propose federal laws against slavery where it already existed, but he had, in his 1858 House Divided Speech, expressed a desire to “arrest the further spread of it, and place it where the public mind shall rest in the belief that it is in the course of ultimate extinction”. Much of the political battle in the 1850s focused on the expansion of slavery into the newly created territories. All of the organized territories were likely to become free-soil states, which increased the Southern movement toward secession. Both North and South assumed that if slavery could not expand it would wither and die. Southern fears of losing control of the federal government to antislavery forces, and Northern fears that the slave power already controlled the government, brought the crisis to a head in the late 1850s. Sectional disagreements over the morality of slavery, the scope of democracy and the economic merits of free labor vs. slave plantations caused the Whig and “Know-Nothing” parties to collapse, and new ones to arise (the Free Soil Party in 1848, the Republicans in 1854, the Constitutional Union in 1860). In 1860, the last remaining national political party, the Democratic Party, split along sectional lines.2.2 Factors Affecting the Process and ResultsWhat greatly affected the process as well as the result of the war were the differences between the South and the North in their strategies, geographical features, technology, and manpower and finance.2.2.1 StrategiesAs men poured into the armies, Northern and Southern leaders discussed strategies that would achieve victory.Northern armies would have to invade the Confederacy, destroy its capacity to wage war, and crush the will of the Southern people to resist. The Confederacy could win by prolonging the war to a point where the Northern people would consider the effort too costly in lives and money to persist.The South had a compelling example in the American Revolution of a seemingly weaker power defeating a much stronger one. If the North chose not to mount a military effort to coerce the seceded states back into the Union, the Confederacy would win independence by default.Lincoln and other Northern leaders, however, had no intention of letting the Southern states go without a fight. The most prominent American military figure in the spring of 1861 was Winfield Scott, the general-in-chief of the United States Army. With a brilliant mind, Scott conceived a long-range strategy to bring Northern victory. Scott’s plan sought to apply pressure on the Confederacy from all sides. A combined force of naval and army units would sweep down the Mississippi River, d ividing the Confederacy’s eastern and western states. At the same time, the Union navy would institute a blockade to deny the Confederacy access to European manufactured goods. Should the South continue to resist evenafter the loss of the Mississippi and the closing of its ports, Scott envisioned a major invasion into the heart of the Confederacy.2.2.2 GeographyGeography played a major role in how effectively the two sides were able to carry out their strategies.The sheer size of the Confederacy posed a daunting obstacle to Northern military forces. Totaling more than 1,940,000 km2 and without a well-developed network of roads, the Southern landscape challenged the North’s ability to supply armies that maneuvered at increasing distances from Union bases.It was also almost impossible to make the North’s blockade of Southern ports completely effective because the South’s coastline stretched 5600 km and contained nearly 200 harbors and mouths of navigable rivers.The Appalachian Mountains also hindered rapid movement of Northern forces between the eastern and western areas of the Confederacy while the Shenandoah Valley of Virginia offered a protected route through which Confederate armies could invade the North.The placement of Southern rivers, however, favored the North. The Mississippi, Tennessee, and Cumberland rivers provided excellent north-south avenues of advance for Union armies west of the Appalachians.2.2.3 TechnologyTechnological advances helped both sides deal with the great distances over which the armies fought. The Civil War was the first large conflict that featured railroads and the telegraph. Railroads rapidly moved hundreds of thousands of soldiers and vast quantities of supplies; the North contained almost twice as many miles of railroad lines as the South. Telegraphic communication permitted both governments to coordinate military movements on sprawling geographical fronts.The combatants also took advantage of numerous other recent advances in military technology. The most important was the rifle musket carried by most of the infantrymen on both sides. The rifle musket, with an effective range of 225 to 275 meters, allowed defenders to break up attacks long before they reached the defenders’ positions.Other new technologies included ironclad warships, which were used by both sides; the deployment of manned balloons for aerial reconnaissance on battlefields, used mainly by the North. The technology for all of these weapons had been present before the Civil War, but never before had armies applied the technology so widely.2.2.4 Manpower and FinanceAt the beginning of the war, state militias provided most of the troops for both Union and Confederate armies. Soon large numbers of civilianswere volunteering for military service. Throughout the war, the bulk of the forces consisted of volunteers.When the number of volunteers lagged behind the growing battle casualties, both the Northern and Southern governments resorted to drafting men into the armies. The Confederacy passed the first draft act in April 1862. The Union followed almost a year later.Although the draft itself did not produce a sufficient number of soldiers, the threat of being drafted led many to volunteer and collect a bounty, which was paid to volunteers. Some soldiers were unscrupulous enough to enlist, desert, and reenlist to collect the bounty more than once.The Civil War, like all wars, called for great sums of money to pay troops and supply them with equipment. At the outset of the war the Confederacy depended on loans, but this source of finance soon disappeared as Southerners began to be affected financially by the cost of the war and unable to buy bonds. Instead it relied on paper money, freely printed. The Confederacy suffered greatly from severe inflation and debt throughout the war. The Confederate rate of inflation was about 9200%.The Union financed its armies by loans and taxes to a much greater degree than the Confederacy, even resorting to an income tax. The people of the North were more prosperous than those of the South. A national banking system was established by Congress to stimulate sales of U.S. bonds. Northerners had savings with which they could buy the bonds and had earnings from which taxes could be taken.2.3 The Process2.6.1 Eastern Theater (1861-1863)2.6.3 Western Theater (1861-1863)2.6.4 Trans-Mississippi Theater (1861-1865)3. America in World War IWorld War I, military conflict, from August 1914 to November 1918, that involved many of the countries of Europe as well as the United States and other nations throughout the world.World War I was one of the most violent and destructive wars in European history.Of the 65 million men who were mobilized, more than 10 million were killed and more than 20 million wounded.The term World War I did not come into general use until a second worldwide conflict broke out in 1939. Before that year, the war was known as the Great War or the World War.1.1 Coalitions InvolvedThe war began as a clash between two coalitions of European countries.The first coalition, known as the Allied Powers, included the United Kingdom, France, Belgium, Serbia, Montenegro, and the Russian Empire.The Central Powers, which opposed them, consisted of the empires of Germany and Austria-Hungary.1.2 The Immediate CauseThe immediate cause of the war was the assassination of Archduke Francis Ferdinand, the heir to the throne of Austria-Hungary, by a Serbian nationalist.The fundamental causes of the conflict, however, were rooted deeply in the European history of the previous century, particularly in the political and economic policies that prevailed in Europe after 1871, the year that Germany emerged as a major European power.2. The Great DepressionOn October 24, 1929, the American stock market crashed. Billions of dollars of paper profits were wiped out within a few hours. This led to a long economic depression.However, the post-war industrial boom and the prosperity were soon to vanish. The Great Depression in the United States, worst and longest economic collapse in the history of the modern industrial world, began from the end of 1929 until the early 1940s.2.1 The CausesThe depression was caused by a number of serious weaknesses in the economy.It is a common misconception that the stock market crash of October 1929 was the cause of the Great Depression. The two events were closely related, but both were the results of deep problems in the modern economy that were building up through the “prosperity decade” of the 1920s.As is typical of post-war periods, Americans in the Roaring Twenties turned inward, away from international issues and social concerns and toward greater individualism.The self-centered attitudes of the 1920s seemed to fit nicely with the needs of the economy. Modern industry had the capacity to produce vast quantities of consumer goods, but this created a fundamental problem: Prosperity could continue only if demand was made to grow as rapidly as supply. Accordingly, people had to be persuaded to abandon such traditional values as saving, postponing pleasures and purchases, and buying only what they needed. Advertising methods were used to persuade people to buy such relatively new products as automobiles and such completely new ones as radios and household appliances. The resulting mass consumption kept the economy going through most of the 1920s.But there was an underlying economic problem: Income was distributed very unevenly, and the portion going to the wealthiest Americans grew larger as the decade proceeded. This was due largely to two factors: While businesses showed remarkable gains in productivity during the 1920s, workers got a relatively small share of the wealth this produced. Between 1923 and 1929, manufacturing output per person-hour increased by 32 percent, but workers’ wages grew by only 8 percent. Corporate profits shot up by 65 percent in the same period.As a result of these trends, in 1929 the top 0.1 percent of American families had a total income equal to that of the bottom 42 percent. This meant that many people who were willing to purchase new products did not have enough money to do so. To get around this difficulty, the 1920s produced another innovation—“credit,” an attractive name for consumer debt. People were allowed to “buy now, pay later.”International problems also weakened the economy. After World War I the United States became the world’s chief creditor as European countries struggled to pay war debts and reparations. Many American bankers were not ready for this new role. They lent heavily and unwisely to borrowers in Europe, especially Germany, who would have difficulty repaying the loans, particularly if there was a serious economic downturn. These huge debts made the international banking structure extremely unstable by the late 1920s.In addition, the United States maintained high tariffs on goods imported from other countries, at the same time that it was making foreign loans and trying to export products. This combination could not be sustained: If other nations could not sell their goods in the United States, they could not make enough money to buy American products or repay American loans.The rising incomes of the wealthiest Americans fueled rapid growth in the stock market, especially between 1927 and 1929. Soon the prices of stocks were rising far beyond the worth of the shares of the companies they represented. People were willing to pay inflated prices because they believed the stock prices would continue to rise and they could soon sell their stocks at a profit.In 1928 the Dow Jones industrial average, an index that tracks the stock prices of key industrial companies, doubled in value in less than two years. But the stock boom could not last. The great bull market of the late 1920s was a classic example of a specul ative “bubble” scheme. In the fall of 1929 confidence that prices would keep rising faltered, then failed.Starting in late October the market plummeted as investors began selling stocks. On October 29, known as Black Tuesday, the worst day of the panic, stocks lost $10 billion to $15 billion in value. By mid-November almost all of the gains of the previous two years had been wiped out, withlosses estimated at $30 billion.The stock market crash announced the beginning of the Great Depression.2.3 R oosevelt’s New DealThe initial government response to the Great Depression was ineffective, as President Hoover insisted that the economy was sound and that prosperity would soon return.But business owners saw no reason to increase production while unsold goods clogged their shelves. By 1932 investment had dropped to less than 5 percent of its 1929 level. By the election year of 1932, the depression had made Hoover so unpopular that the election of the Democratic presidential candidate Franklin Delano Roosevelt was all but assured. Shortly after his inauguration in 1933, Roosevelt quickly lifted the nation’s spirits with the rapid and unprecedented actions of the New Deal.The New Deal produced a wide variety of programs to reduce unemployment, assist businesses and agriculture, regulate banking and the stock market, and provide security for the needy, elderly, and disabled. The basic idea of early New Deal programs was to lower the supply of goods to the current, depressed level of consumption. The government sought to raise farm prices by paying farmers not to grow surplus crops and to create codes for many industries that regulated competition while guaranteeing minimum wages and maximum hours for workers. The New Deal also tried to increase demand, pumping large amounts of money into the economy through public works programs and relief measures.Public works projects not only provided jobs but built schools, dams, and roads. The New Deal helped people to survive the depression. Unemployment was reduced, but remained high through the 1930s. Farm income rose from a low of $1.9 billion in 1932 to $4.2 billion in 1940. The demands of the depression led the United States to institute social-security programs and accept labor unions, measures that had been taken decades earlier in many European nations.3.2.1 US and Japanese ConflictIn the final result, however, the United States had little choice in the matter. When France had fallen to Germany, Japan had begun to move into French Indo-China, which had been France's source of rubber and was thought to be rich in oil. The United States government had no desire to see Japan in possession of its own stocks of these essential resources and so threatened to place an embargo on these goods. The Japanese responded in an unexpected way. On Sunday, 7 December 1941, Japanese naval aircraft attacked the U.S. Pacific fleet at anchor at Pearl Harbor in the Hawaiian islands. The Pearl Harbor Attack brought the United States into the war on December 8. Germany and Italy declared war on the United Stateson DecemberThe CongressThe United StatesCongress is the bicameral legislature of the federal government of the United States of America, consisting of two houses, the Senate and the House of Representatives. Both senators and representatives are chosen through direct election.As provided by the United States Constitution, each of the 435 members of the House of Representatives represents a district and serves a two-year term. House seats are apportioned among the states by population. The 100 Senators serve staggered six-year terms. Each state has two senators, regardless of population. Every two years, approximately one-third of the Senate is elected.checks and balances:The government is divided into three branches, the legislative, the executive and the judicial, each has part of the powers but not all the power. And each branch of government can check, or block, the actions of the other branches. The three branches are thus in balance. This called “checks and balances”.What is American General Education?见书English2.1 The Iberians1) They are the earliest settlers on the British Isles.2.2 The Celts1) From 700 B.C. Celts came in several successive waves from the Upper Rhineland and began to inhabit British Isles.2) The fair-haired Celts imposed themselves as an aristocracy on the conquered tribes of Iberians throughout Britain and Ireland.3) These people found refuge in the mountains to the north and west.4) At least two big waves of Celtic invasion can be distinguished: first the Gaels or Goidels, still found in Ireland and Scotland, came over as early as 600 B.C.; secondly the Cymric and Brythons, still found in Wales, come over before 300 B.C.3. Roman Britain3.1 Roman InvasionRoman Britain refers to those parts of the island of Great Britain controlled by the Roman Empire between AD 43 and 410.The Romans referred to their province as Britannia.Prior to the Roman invasion, Iron Age Britain already had cultural and economic links with Continental Europe, but the invaders introduced new developments in agriculture, urbanization, industry and architecture, leaving a legacy that is still apparent today.It is believed that the Celts were related with the ancient people in what is now France. They gave some help in the struggle to resist the Roman invasion of France. As a result, the Roman army, commanded by Julius Caesar, invaded England in 55 BC. He landed in Kent with several thousand Roman troops, but meeting resistance and bad weather, the Roman withdrew soon after. In the following year, Julius Caesar and the Romans went across the English Channel and invaded Britain for the second time. Julius Caesar and his soldiers did not stay long in England before they withdrew again. The invasion marked the beginning of English recorded history because Julius Caesar kept a diary and wrote down what he saw in England. The successful invasion of England by the Romans did not take place until nearly a century later, in 43 AD, headed by the Emperor Claudius I. The Romans did not meet with much resistance on the part of the natives and soon got possession of what is now England by driving many of the native Celts into mountainous Scotland and Wales. The Romans failed to conquer Scotland, they built two great walls, the Hadrian’s Wall and the Antonine Wall, along the northern border of England to prevent the Picts in Scotland from invading England.3.2 Influences of Roman InvasionThe 3d and 4th centuries witnessed the decline of the Roman Empire. In 410 Rome abandoned Britain.1. Roman urban civilization, baths and amphitheaters, as well Hadrian’s Wall. People who spoke Latin and wore togas. Numerous villas——vast estates worked by slaves and featuring sumptuous noble dwellings—were also established. Beyond these, the countryside remained Celtic.2. A network of roads, still in use for 1400 years;3. A number of towns. They introduced a system of organized government and built a network of towns, mostly walled. These town used names ending with “ster”, “cester”, or “shire” -- Leicester, Worcester and Yorkshire—deriving from castra, the Latin word for camp; the Roman capital was London.4. Christianity; the Romans brought the new religion, Christianity, to Britain. This came at first by indirect means, probably brought by traders and soldiers, before the first Christian Emperor, Constantine, we proclaimed in 306 AD.5. Water and sewage systems.1.1 Anglo-SaxonSoon after the Romans left, a band of new invaders landed in the southern part of England, in what is now the country of Kent. They were known in history as the Jutes. Other Germanic tribes came trooping after them. This continued for many years. The Saxons came from northern Germany and established their kingdoms in Essex (East Saxow), Succes (South Saxon) and Wessex (West Saxon). In the second half of the 6th century, the Angles, also from northern Germans, came and settled in the east part of England. After the newcomers had taken possession of all the land now known as England, the movement, know in history as the Anglo-Saxon Conquest, was complete. But we must bear in mind that theses Germanic tribes never obtained possession of what we now call Scotland, Wales and Ireland. The inhabitants of these countries were still Celts.The England was divided into seven principal kingdoms, known as Heptarchy in English history: Northumbria, Mercia, Kent, East Anglia, Essex, Sussex and Wessex were the main polities of south Britain.The influence of Anglo-Saxon?The Anglo-Saxons laid the foundations of the English state. They divided the country into shires, with shire courts and shire reeves, or sheriffs, responsible for administering law.?They devised the narrow-strip, three-field farming system which continued to the 18th century. In this system, the arable land around a village was divided into three hedgeless (open) big fields. These fields were divided into narrow strips which were shared out among the villagers. Good land was thus fairly distributed. One great field was left “fallow” each year so that its soil could recover its richness after two years’ cultivation.?They set up the basis of the English agrarian civilization and subsistence farming. There were wastelands, known as commons, which were used by villagers to graze livestock and get firewood. This system was the basis of the English agrarian civilization and subsistence farming. It helped to shape the English community life and the Anglo-Saxon concept of equality.?They created the Witan（council or meeting of the wisemen） to advise the king, the basis of the Privy Council which still exists today.2. Viking Invasion (800–1066)In the 8th century, the Vikings from theScandinavian countries of northern Europe, Norway and Denmark, began to attack the English coast. In the process of resisting the Vikings, the 7 Anglo-Saxon kingdoms in England gradually became united under Alfred the Great.Alfred was a king of Wessex. He was not only an able warrior but also adedicated scholar and a wise ruler. He defeated the Danes and reached a friendly agreement with them in 879. The Danes gained control of the north and east, while he ruled the rest. He also converted some leading Danes into Christians.He founded a strong fleet and is known as “ the father of the British navy”. He reorganized the Saxon army, making it more efficient. He translated a Latin book into English. He also established schools and formulated a legal system.After the death of Alfred, his successors were not as capable as he had been. Taking advantage of the situation, more Dane came and set about taking possession of the entire country. The Anglo-Saxon king didn’t care for fighting, but he dreamed of buying off the Danes. As a result, more invaders came. In 1016, the Witan chose Canute, the Danish leader, as king of England. Canute, who made England part of a Scandinavian empire which included Norway as well as Denmark.3. Norman Conquest3.1 Norman Conquest: CauseAfter the death of Canute’s son, the crown was passed to Edward the Confessor, the last Anglo-Saxon king.When Edward was on his death-bed, several men laid claim to the English throne, the king of Norway, the Duke of Normandy (Edward’s cousi n), and Harold Godwinson( a brother of Edward’s wife).William, the Duke of Normandy, claimed the Edward had promised the crown to him before his death. He became very angry when he heard that Harold had taken the crown. Harold knew that William would come to measure swords with him. he was prepared to fight, placing an army on the southern coast of England to watch for William’s coming. Several months passed by and William failed to appear. He was abiding his time. When the harvest time in England came, ma ny of Harold’s soliders went back home to gather in the crops/. The coast was thus left undefended.William seized the chance and landed his army in Southeastern England in Sep. 1066. Harold, who had been fighting in the north, hurried back with the exhausted troops. They fought at the Battle of Hastings on 14 October. It was a close battle at first, but in the final hours William’s superiority in cavalry and archers proved decisive. Harold was killed, along with his brothers Earl Gyrth and Earl Leofwine, and the English army fled.William became known as William the Conqueror, the first Anglo-Norman king of England.3.2 Control of EnglandAfter Willam became the king, he took a few measures to control England Soldiers rewarded: The Normans received from William lands and titles in return for their service in the invasion.All land was the king’s: William claimed ultimate possession of。
英美概况unit6education
Sixth Form
• The sixth form (or Key Stage 5) is the final (optional) two years of secondary schooling when students are 16 to 18 years of age and normally prepare for their A-level exams.
2. How is the British education system structured?
What is education?
Education is a progressive discovery of our ignorance.
--- Will Durant (1885-1981) U.S. author and historian
--- 2. Terms
State schools Independent schools 11-plus exam Grammar schools Comprehensive schools Oxbridge Open University
Lead-in Questions:
1. What are the goals of education?
III. How is British Education System structured?
Primary and Secondary Education
Primary Education
•
• • •
Primary education is compulsory.
In England and Wales (from 5 to 11 years old). In Scotland (from 5 to 12 years old). In Northern Ireland (from 4 to 11 years old).
《英美概况教案》课件
《英美概况教案》课件第一章：英国地理与文化1.1 英国地理位置与气候英国位于欧洲大陆西北部，由英格兰、苏格兰、威尔士和北爱尔兰组成。
英国气候温和，多雨，四季分明。
1.2 英国政治体系英国是一个君主立宪制国家，拥有国王或女王作为国家元首。
英国议会由两院组成：下议院和上议院，下议院议员由民众选举产生。
1.3 英国教育体系英国教育体系分为小学、中学和大学三个阶段。
英国大学以其悠久的历史和优秀的教学质量闻名于世。
1.4 英国文化特色英国文化源远流长，拥有丰富的文学、戏剧、音乐和艺术传统。
英国人注重礼仪和传统，喜欢下午茶和足球等体育活动。
第二章：美国地理与文化2.1 美国地理位置与气候美国位于北美洲，东临大西洋，西濒太平洋，北接加拿大，南界墨西哥。
美国气候多样，北部寒冷，南部炎热，西部海岸湿润，中西部干旱。
2.2 美国政治体系美国是一个联邦制国家，由50个州组成，拥有总统作为国家元首。
美国国会由参议院和众议院组成，参议员由州议会选举产生，众议员由民众选举产生。
2.3 美国教育体系美国教育体系分为小学、中学、高中和大学四个阶段。
美国大学以其多样性和创新性著称，拥有世界上最多的大学排名前100的名校。
2.4 美国文化特色美国文化多元且开放，拥有丰富的音乐、电影、科技和体育传统。
美国人注重个人主义和自由，喜欢户外活动、运动和社交聚会。
第三章：英国经济概况3.1 英国经济简述英国是发达国家之一，拥有强大的经济实力和先进的技术产业。
英国经济以服务业为主，特别是金融服务业在全球具有重要地位。
3.2 英国主要产业英国拥有发达的制造业，包括汽车、航空、制药等行业。
英国科技产业发展迅速，特别是在、生物科技等领域。
3.3 英国经济政策英国政府采取自由市场经济政策，鼓励企业创新和发展。
英国是欧盟成员国，与欧盟其他国家有着紧密的经济合作关系。
3.4 英国与他国的经济关系英国与美国、加拿大、澳大利亚等英语国家有着密切的经济合作关系。
英美国家概况Unit 7 British Education System (英国的教育体制)
* after 5 years of secondary schooling, at about age 16, except Scottish students, the students sit their GCSE exams (General Certificate of Secondary Education)中学毕业证书考试
7. The National Curriculum (全国教学大纲)
8. public school {(英国的) 私立中学}
9. GCSE General Certificate of Secondary Education (中学毕业证书)
10. GCE-A General Certificate of Education ---Advanced (高级水平测试结业证书)
3. The influence of the church on schooling (教会对于学校教育的影响)
4. The 1944 Education Act (1944年的教育法)
5. Comprehensive school {<英>(招收学生时不分资质的)综合中学}
6. Grammar school (文法学校)
1) class inequality can be erased or continued according to educational policy（教育政策可以铲除地位的不平等，也可以使这种不平等继续存在。这说明在英国，是否受到良好教育直接影响到你的社会地位）
2) the school tie is a clear marker of social class
“The three R’s” (“reading, ’riting and ’rithmetic”) — to provide children with literacy and the other basic skills they will need to become active members of society and also to socialise children, teaching them rules and values needed to become good citizens, to participate in the community, an to contribute to the economic prosperity of an advanced industrial economy.
《英语国家社会与文化入门》(简称英美概况)美国答案
美国UNIT 3 1。
What is an American? He is either a European, or the descendant of a European，hence that strange mixture of blood，which you will find in no other country。
He is an American，who leaving behind him all his ancient prejudices and manners, receives new ones from the new mode of life he has embraced，the new government he obeys，and the new rank he holds. .。
Here individuals of all nations are melted into a new race of men，whose labors and posterity will one day cause great changes in the world。
.。
The American is a new man，who acts new principles；he must therefore entertain new ideas，and form new opinions。
4 。
In what way did Puritanism influence American culture？A. Today, Puritans are no longer in existence. But their legacies are still felt in American society and culture。
For example，the Puritans hoped to build ”a city upon hill” an ideal community. Since that time, Americans have viewed their country as a great experiment，a worthy model for other nations. This sense of mission has been very strong in the minds of many Americans。
《英语国家社会与文化入门》(简称英美概况)英国答案
英国Unit 3 第6题What kind of institution(部门is the House of Lords（上议院）? What role dose it play in 部门) 部门（上议院）British government? A: It consists of the Lords Spiritual(神职议员)who are the Archbishops(大主教) and most prominent （杰出的、卓越的）bishops （主教）of the church of England ;and the Lords Temporal(世俗议员)，which refers to everyone else。
②They inherited(继承) the seat from their forefathers or been appointed by the sovereign （郡主、最高统治者）parliament 议会）they speak and vote .In （as individuals （个人）,not as representatives （代表）of the greater interests of the country. They do not receive salaries and many do not attend Parliament at all.unit5 3.What are the three main areas in national economies？Describe the development of each of the three areas in the UK economy. 答案National economies can be broken down into three main areas,”primary”industries, such as agriculture ,fishing, and mining,”second-ary”industries, which manufacture complex goods from those primary products ;and tertiary industries .often described as services,such as banking, insurance, tourism, and the selling of goods. Britain’s agricultural sector is small （producing 1.4%of the national wealth ）but efficient, producing 58% of the UK’s food needs with only 2%of its workforce.Three quarters of Britain’s land is used for agriculture. With about a quarter of that under crops-wheat and barley are the two commonest. The rest is grazing for animals, including cattle (both dariy and beef), The fishing industry provides 55%of the UK demand for fish Sconish ports land the majority of the fish caught. In the secondary sector of the economy. Manufacturing industry remains important, producing 22% of national wealth. British companies are are active in all major fields of manufacturing industry, but are particularly strong in pharmaceuticals(the British company Glaxo-Wellcrme is the biggest drug company in the world),chemicals([C]is the second largest paint manufacture in the world),aerospace overall the UK industry is third in （size in the world）and food drink (Scotch whisky being a major export). ）unit7 1. (1)What are the purposes of the British education system? (2)Please comment on these purposes. (3)What are the main purposes of the Chinese education system? (4)Are there any differences or similarities in the education of the two nations? 答：(1)The purpose of the British education system is to teach children practical skills and socialize them. (2)Children learn practical skills, and the rules and values they need to become good citizens, to participate in the community, and to contribute to the economic prosperity of an advanced industrial economy.(3)The purpose of the Chinese education is to provide children with literacy and the other basic skills they will need to become active members of society. (4) In china, people think school is just about teaching children what are often called” the three R’s---“reading, writing and ‘arithmetic”(reading, writing and arithmetic). 2. How does the British education reflect social class? British education reflect the deeper divisions in British society in which social class is still very important: class inequality can be erased or continued according to education policy. What’s more, the enduring feature o f British education is the continuing debate over how “equal” educational opportunity should be. In British, the accent you speak with, the clothes you wear, and the schools you attend are all markers that identify your social class. The school (or college)tie is a clear marker of social class. Even on informal occasions you will sometimes see men wearing their school ties as belts to hold up their trousers –proudly displaying their attendance at a certain school. In Britain, where you are educated is very important to you future.3 what are the major changes that have taken place since World war 2? Is British education moving towards more progress or more equality? Pick up some examples from the text toillustrate your points. Other major changes to the British education system were caused by world war Ⅱ。
再《英美概况》教学大纲 任志芬-推荐下载
《英美概况》教学大纲一、课程基本信息课程代码05103312课程性质专业方向课中文名称英美概况课程名称英文名称AN OUTLINE INTRODUCTION TO BRITAIN AND AMERICA 总学分2总学时数30讲课学时30实验学时0开课单位外语系适用专业09级英语专业先修课程无选用教材《英美概况》来安方编河南人民出版社 2004.9主要教学参考书《英美概况》导读张富生、曹德春编河南人民出版社 2006.9考核方式考查本课程在专业课程体系中的地位和作用《英美概况》是英语本科专业学生的必修专业课。
本课程利用较为新颖的教学科研成果，倡导语言学习应打破“为语言而语言”的学习模式。
通过对英语国家文化的学习，学生将会了解这些国家的历史、政治制度、经济贸易、教育、宗教、种族问题、媒体及社会问题等，以及该国人民的思想，态度和生活方式, 可以促进学生语言水平及交际能力的提高，拓展学生的知识面，优化他们的知识结构。
从而为缩小中西方文化差异奠定基础，以便于学生毕业以后能较快适应各个领域里的对外文化交流，在各行各业中发挥积极的作用。
二、课程性质和任务课程的性质：本课程是我校为英语专业三年级学生开设的专业必修课。
课程的任务：本课程的主要任务旨在通过对英美国家历史、政治制度、艺术、娱乐、媒体、宗教等专题的介绍，优化学生的知识结构，提高学生的交际能力（语言能力、语用能力、认知能力和情感能力）。
三、学时分配表学时分配序号章节及主要内容讲授习题（作业）1Volume 1 The United Kingdom of GreatBritain and Northern IrelandChapter1 Panoramic ViewSection 1 The Country and the People22Section 2 The British Government2 3Section 3 Politics and Law2 4Section4 National Economy and Cities2 5Section 5 Cultural and Social Life26Chapter 2 Section 1 Origin of the English NationSection 2 The Great Charter and Beginning of Parliament27Section 3 Decline of Feudalism in EnglandSection 4 The Tudor Monarchy and the Rising BourgeoisieSection 5 The English Civil War (Bourgeois Revolution)28Section 6 The Industrial Revolution and the 2Chartist MovementSection 7 The Rise and Fall of the British Empire9Volume 2 Chapter 1 Section 1 2 10Section 2 American People2 11Section 3 Government and Politics (Ⅰ)2 12Section 4 Government and Politics (Ⅱ)213Section 5 National Economy (Ⅰ) Section 6National Economy (Ⅱ)2 14Section 7 Culture and Holidays215Chapter 2 American HistorySection 1 Native Indians and the ThirteenEnglish-American Colonies2合计30总计30四、教学内容及基本要求Volume 1 The United Kingdom of Great Britain and Northern IrelandChapter 1 Panoramic ViewSection 1 The Country and the People 2 Periods【Teaching Objectives】1. have a general understanding of the United Kingdom of Great Britain and Northern Ireland2. master some useful expression and phrases【Teaching keys and Difficulties】keys：the geographic features and inland water of the U.K.Difficulties：understand something about Ireland and Northern Ireland【Main Teaching Contents】 1.1 Names and Positions 1.2 Geographic Features1.3 Climate and Weather 1.4 Factors Influencing English Weather1.5 People1.6 Official and Local Languages1.7 Religion1.8 The English LanguageChapter 1 Panoramic View 2 PeriodsSection 2 The British Government【Teaching Objectives】1 .understand the British government, such as the different parts comprising the government and how each of them works, etc.2. get a better understanding of British Culture through understanding the British government【Teaching keys and Difficulties】Keys: the function of parliament, government and the cabinetDifficulties: the role of the Monarch in Britain【Main Teaching Contents】 1.1 The Monarch 1.2 Parliament1.3 The House of Lords and Noble Titles 1.4 The Government and the Cabinet1.5 The Government and the Cabinet1.6 Civil Servants1.7 Local GovernmentsChapter 1 Panoramic ViewSection 3 Politics and Law 2 Periods【Teaching Objectives】1.understand the politics and law of the U.K.pare the politics and law of the U.K. with that of China【Teaching keys and Difficulties】Keys: Political Parties of the United Kingdom of the Great Britain and Northern Ireland Difficulties：the elections of the U.K.【Main Teaching Contents】 1.1 Political Parties 1.2 Elections1.3 Justice and the law 1.4 Law Courts1.5 Legal Profession1.6 Police ForceChapter 1 Panoramic View 2 PeriodsSection 4 National Economy and Cities【Teaching Objectives】1 .know something about the major cities of the U.K.2. understand the economic system and structure of the U.K.【Teaching keys and Difficulties】Keys: 1. the economic system and structure of the U.K.2. symbolic constructions of the U.K.Difficulties：the public sector and private sector【Main Teaching Contents】 1.1 Economic system and Structure 1.2 The Public Sector1.3 The Private Sector 1.4 Transportation and Communications1.5 Foreign Trade1.6 Agriculture1.7 British Disease and Thatcher’s Prescription1.8 CitiesChapter 1 Panoramic View 2 Periods Section 5 Cultural and Social Life【Teaching Objectives】1. Understand the class structure and social problems of the U.K.2. Understand the education policies of the U.K.【Teaching keys and Difficulties】Keys: the class structure of the U.K. and social welfare Difficulties：education policies【Main Teaching Contents】 1.1 Class Structure and Social Problems 1.2 British Families1.3 Education Policies 1.4 Types of Schools1.5 Higher Education and Universities1.6 Oxbridge1.7 Employment1.8 Social WelfareChapter 2 English History 2 Periods Sections 1 Origin of the English NationSection 2 The Great Charter and Beginning of Parliament【Teaching Objectives】1.Understand the origin of the English Nation2.Understand the history of the invasions of the English Nation 【Teaching keys and Difficulties】Keys: the invasions of the English Nation at different times Difficulties：the influence of the Norman Conquest【Main Teaching Contents】 1.1 The Native Celts and Anglo-Saxon Conquest 1.2 Roman Britain (55 BC-410 AD)1.3 The Anglo-Saxon Conquest (446-871) 1.4 The Norman Conquest (1066)1.5 Henry Ⅱ’s Reforms1.6 King John1.7 The Great Charter1.8 Beginning of ParliamentChapter 2 English History 2 PeriodsSection 3 Decline of Feudalism in EnglandSection 4 The Tudor Monarchy and the Rising BourgeoisieSection 5 The English Civil War (Bourgeois Revolution)【Teaching Objectives】1.Understand the decline of feudalism in England2.Understand the Tudor Monarch and the Rising Bourgeoisie3.Understand the English Civil War【Teaching keys and Difficulties】Keys: the decline of feudalism in England and Renaissance in England Difficulties：the English civil war【Main Teaching Contents】 1.1 The Hundred Year’s War (1337-1453) 1.2 The Black Death (1348-1349)1.3 Wycliffe and the Lollards 1.4 The Peasant Uprising (1381)1.5 The Wars and the Roses (1455-1485)1.6 The New Monarchy1.7 HenryⅦ1.8 HenryⅧ and Reform of the Church1.9 Elizabeth Ⅰ (1533-1603)1.10 Background of the Revolution1.11 James Ⅰ (1603-1625) and the Parliament1.12 CharlesⅠ (1625-1653)1.13 The Short Parliament and the Long Parliament1.14 The Civil Wars1.15 Cromwell as Lord Protector1.16 Restoration (1660)Chapter 2 English History 2 PeriodsSection 6 The Industrial Revolution and the Chartist MovementSection 7 The Rise and Fall of the British Empire【Teaching Objectives】1.Understand the Industrial Revolution and the Chartist Movement2.Know something about the rise and fall of the British empire 【Teaching keys and Difficulties】Keys: effect of industrial revolution, the rise and fall of the English empire Difficulties：Britain and the First World War and the Second World War 【Main Teaching Contents】 1.1 Background of the Industrial Revolution 1.2 Process of the Industrial Revolution (1750-1850)1.3 Effect of the Industrial Revolution 1.4 Reform of the Voting System1.5 The Chartist Movement (1836-1848)1.6 Queen Victoria (1837-1901)1.7 Foreign Expansion1.8 Effect of War on BritainVolume 2 The United States of America 2 Periods Chapter 1 Panoramic ViewSection 1 The United States and Its Natural Conditions【Teaching Objectives】To get a general understanding of the United States of America 【Teaching keys and Difficulties】Keys: positions, rivers and lakes, mineral resources etc. of America Difficulties：the problems of America【Main Teaching Contents】 1.1 Position and Area 1.2 Surface regions and Landforms1.3 Climate and Weather 1.4 Land Resources1.5 Rivers and Lakes1.6 Forests1.7 Mineral Resources1.8 New ProblemsVolume 2 The United States of America 2 Periods Chapter 1 Panoramic ViewSection 2 American People【Teaching Objectives】1.know the different ethnic groups of American people2.understand the origin of the multi-cultural American people3.understand the class structure of America【Teaching keys and Difficulties】Keys: native people of America, immigrants into America, and the class structure of America Difficulties：America as a melting pot【Main Teaching Contents】 1.1 The Indians 1.2 Immigrants into America1.3 People and Ethnic Groups 1.4 Melting Pot or Mosaic1.5 Distribution of People1.6 Background of the Class Structure1.7 Upper, Middle, and Lower ClassesVolume 2 The United States of America 2 PeriodsChapter 1 Panoramic ViewSection 3 Government and Politics (Ⅰ)【Teaching Objectives】1.know the basis of U.S. political theory2.understand the government principles of U.S.【Teaching keys and Difficulties】Keys: government principles and federal system of U.SDifficulties：legislative procedure【Main Teaching Contents】 1.1 Basis of the U.S. Political Theory 1.2 Government Principles1.3 Federal System 1.4 The Federal Government1.5 The Legislative Branch1.6 Legislative ProcedureVolume 2 The United States of America 2 PeriodsChapter 1 Panoramic ViewSection 4 Government and Politics (Ⅱ)【Teaching Objectives】Know more about the government and politics of America【Teaching keys and Difficulties】Keys: the executive branch, political parties, state government and local government etc. Difficulties：general election【Main Teaching Contents】 1.1 the Executive Branch 1.2 General Election1.3 The Judicial Branch 1.4 Federal Police1.5 State Government1.6 Local Government1.7 Political PartiesVolume 2 The United States of America 2 PeriodsChapter 1 Panoramic ViewSection 5 National Economy (Ⅰ)Section 6 National Economy (Ⅱ)【Teaching Objectives】Know the economy system of U.S.【Teaching keys and Difficulties】Keys: economic system of U.S., types of businesses, major cities etc. Difficulties：the role of government in national economy【Main Teaching Contents】 1.1 Economic System 1.2 Types of Business1.3 Role of Government in National Economy 1.4 Themes in Business Life1.5 Mining1.6 Manufacturing1.7 Principal Products1.8 Service Industry1.9 Agriculture1.10 Forestry1.11 Major CitiesVolume 2 The United States of America Two Periods Chapter 1 Panoramic ViewSection 7 Culture and Holidays【Teaching Objectives】Understand the culture of holidays of U.S.【Teaching keys and Difficulties】Keys: the education system and social welfare of U.S. Difficulties：the basis of American culture,【Main Teaching Contents】 1.1 The Basis of American Culture 1.2 Holidays and Festivals1.3 American Education 1.4 Elementary and Secondary Education1.5 Higher Education and Universities1.6 Employment and Social WelfareChapter 2 American History Two PeriodsSection 1 Native Indians and the Thirteen English-American Colonies【Teaching Objectives】Understand the very beginning of U.S.: native Indians and the Thirteen English-American colonies【Teaching keys and Difficulties】Keys: Indians as Native AmericansDifficulties：the early colonies and immigrants【Main Teaching Contents】 1.1 Indians as Native Americans 1.2 Columbus Discovering the New World (1492)1.3 Founding of Colonies1.4 The Early Colonies and Immigrant1.5 Life in Colonies五、本大纲尚需说明的问题A Multi-media classroom is very necessary if there is one available.(如果有多媒体教室的话会起到事半功倍的效果。
英美概况课程教学大纲(全理论的)
《英美概况》教学大纲课程名称：英美概况课程代码：04213020课程类别：公共基础课课程性质：必修总学时：64 理论学时：64先修课程：《综合英语》适用专业：应用英语、商务英语开课单位：经管学院一、课程性质、目的课程性质：《英语国家概况》是英语专业的一门知识性基础课。
本课程以英语为媒介，比较系统地向学生阐述世界主要英语国家的社会与文化背景，如地理、历史、政治、经济、社会生活和文化传统等方面的基本知识。
它是英语专业学生学习英语专业其它语言基础课和在高年级阶段学习英语文学和翻译等课程的基础。
课程目的：本课程的教学目的是提高学生在跨文化语言运用过程中对文化差异的敏感性、宽容性和处理文化差异的灵活性，从而改善学生的跨文化语言运用能力。
二、课程内容和学时分配第一章大不列颠与北爱尔兰简介【教学基本要求】对英国的社会及文化背景作全面概括，使学生了解英国社会和文化的过去和现在的情况。
【教学时数】 6【教学重点和难点】重点：英国社会背景文化知识介绍。
难点：英国的民族与宗教及政治体制。
【教学内容】英格兰、苏格兰、威尔士的地理、语言发展和民族特点，以及北爱尔兰地理、宗教信仰及民族独立问题。
第二章英国政府与当代政治、经济【教学基本要求】使学生认识英国的政府统治体制和议会程序及选举制度，同时了解英国当代的政治经济情况。
【教学时数】 6【教学重点和难点】重点：英国政府体制的特色；民族等级制度对人民生活的影响；英国经济发展的原因。
难点：英国政府议会选举程序。
【教学内容】1、英国君主立宪制度议会制度及内阁2、英国选举制度、政党制及政治发展趋势3、英国经济概况、农业及飞机工业的发展第三章英国的对外关系【教学基本要求】通过课文讲解使学生认识英国的发展历史、外交政策及英美两国的关系。
【教学时数】6【教学重点和难点】重点：英帝国的扩张历史；难点：对外政策的基础和对外关系发展。
【教学内容】1、大英帝国的扩张历史及现状、英国对外政策的基础和立足点2、英国与北约、欧盟等一些国际组织的关系3、英美两个资本主义大国之间的关系第四章英国社会文化与生活【教学基本要求】通过教学，让学生了解英国的教育体制和社会各阶层的生活情况。