2010-2011学年英语国家概况教案
英语国家概况范文
英语国家概况范文《英语国家概况》课程标准一、课程定位《英语国家概况》是高职应用英语专业学生的专业知识必修课。
本课程的设置是为了使学生了解英美等几个主要英语国家的地理、历史、经济、政治等方面的概况，了解英语国家的文化传统、风俗习惯和社会生活的其它情况，以提高学生对文化差异的敏感性、宽容性和处理文化差异的灵活性，培养学生的跨文化交际能力；加深对语言的理解，提高分析和批判的能力；提高学生的思想道德素质、文化素质和心理素质。
为学生毕业后所从事的中小学英语教学工作打下扎实的英语文化根底知识和英语语言应用能力。
前导课程是《语音》课程、《精读》、《听说》等语言根底课程，通过这些课程的学习使学生具备扎实的英语听、说、读等根本功底，掌握英语的根本知识、为《英语国家概况》的学习打下根底。
后续课程是《商务礼仪》、《英美文学》和《英美文学欣赏》。
二、课程教学目标本课程的教学目标是使本专业学生了解六个主要英语国家的地理、历史、经济、政治等方面的概况，了解英语国家的文化传统、风俗习惯和社会生活的其它情况，使学生养成不断联系当前实际，密切关注国际局势的习惯，并能迅速准确地查阅资料，在储藏丰富背景知识的同时，稳固和提高英语水平。
1、知识目标：系统了解英美国家的地理、历史、政治、经济、文化等知识。
理解和掌握英美国家重要历史变革、重要人物、政治体制、经济政策。
分析中西文化的差异，深刻理解洋为中用，求同存异的思想。
2、能力目标：进一步扎实学生的英语根底，扩大词汇量，扩大阅读量，用英语进展展示和演讲，学以致用，加强语言表达的流利性和准确性。
能运用英语讨论和讲解地理、历史等相关的学科知识。
能运用英语分析和阐述与生活严密相关的政治、经济和文化等问题，培养良好的思辨能力。
3、素质目标：增强学生们对文化差异的敏感性和宽容性，及处理这些文化差异的灵活性。
渗透了积极向上的西方人文思想，有利提升学生的人文素养，培养学生独立自信、诚信守法、回报社会的良好操守。
英语国家概况 ppt课件
▪ charter companies ▪ King provided a charter or grant conferring
economic rights as well as political and judicial authority
Foreign Language Teaching and Research Press
1. The Colonial Period
Mayflower, the ship that carried the Pilgrims from England to Plymouth, Massachusetts, where they established the first permanent New England colonage Teaching and Research Press
1. The Colonial Period
❖Massachusetts—settled by Pilgrims to escape religious persecution
❖Other colonies—like Virginia and Pennsylvania, founded as business ventures
❖“Consumer economy”
Foreign Language Teaching and Research Press
Ⅱ History of American Economy 1 The Colonial Period 2 Since American Independence 3 The 20th Century
英语国家概况课程教学大纲
英语国家概况课程教学大纲课程名称：英美国家概况英文名称：A Brief Introduction to English-speaking Countries课程编号：X4100111学时数：32学分数：2.0适用专业：英语一、课程的性质和任务L英美概况是关于英语国家（英国，美国）的社会与文化的一门课程，是英语专业二年级开设的一门主要专业课。
2.旨在指导英语专业学生了解当代英语国家政治，经济，外交，地理，历史，社会和文化概况等方面的基本知识和对这些国家热点问题的关注。
3.目的在于通过本课的学习和各种联系实践,到达提高英语水平的目的并培养和提高学生观察，分析和解决社会问题的能力。
二、课程教学内容的基本要求' 重点和难点基本要求：本课程系统讲述英语国家（英国，美国）的社会与文化。
具体内容包括这些国家的地理，历史，政治，经济，教育，外交，文学，社会文化，娱乐，体育，旅游和科技等方面的基础知识和这些国家的热点问题。
熟练掌握英国的政治，经济情况，掌握英国的教育和外交情况，其他方面的内容作为一般了解。
熟练掌握美国的政治，经济情况，掌握美国的社会运动和社会问题情况，理解美国的初始情况，其他内容作为一般了解。
重点：英国政治体系，英国经济，英国教育，美国的政治体系，美国经济，美国社会运动和社会问题难点：英国外交，美国的初始三、教学方式及学时分配四、课程其他教学环节的要求.要求改变以教师为中心的教学模式，注重培养学生的学习能力和研究能力，采用多种教学方式，除课堂教学外还要安排学生看录像片和相关书籍，布置讨论题目。
1.学生要主动，全面的预习课文，积极配合教师完成课堂教学，课后要阅读相关书籍报纸杂志关于英国和美国的热点新闻，扩展知识面，能积极思考，参与讨论，并能提出问题。
最后做出全面的复习。
五,本课程与其他课程的联系先修课程：综合英语（学生在对英美国家的社会文化背景有了初步的了解之后可以更好的学习掌握英美概况的相关知识）后续课程：英美文学（对英美国家概况知识有了充分的了解之后才能更好的学习英美文学）六'教学参考书目《英语国家社会文化与入门》上下册朱永涛主编高等教育出版社1998年1月第一版《英美文化基础教程学习手册》朱永涛主编外语教学与研究出版社1994年6月第一版《英美文化辞典》胡文仲主编外研社1995年10月第一版《世界文化史故事大系》英国卷毕继万主编上海外语教育出版社2003年2月第一版《世界文化史故事大系》美国卷倪世雄乔长森主编上海外语教育出版社2003年2月第一版。
英语国家概况unit1-2
When we mention the UK, What impresses you most?
National flag— The Union Flag or the Union Jack
The Union Flag or the Union Jack 英国国旗：俗称“米字 旗”，综合了原英格兰 （白地红色正十字旗）、 苏格兰（蓝地白色交叉十 字旗）和爱尔兰（白地红 色交叉十字旗）的旗帜标 志。现国旗的白边红色正 十字代表英格兰守护神圣 乔治，白色交叉十字代表 苏格兰守护神圣安德鲁， 红色交叉十字代表爱尔兰 守护神圣帕特里克。Jack 是海军用语，指悬挂在舰 首的旗帜。
terrain in the north-west, north and south-west.
Scotland: Its geography is varied, with
lowlands in the south and east and highlands in the north and west. Ben Nevis in Scotland — the highest point in UK
National Emblem
盾面上两组三只金狮象征 英格兰，红狮象征苏格兰， 竖琴象征爱尔兰。两侧是 代表英格兰的狮子和代表 苏格兰的独角兽。 盾徽周围用法文写着 “Honi soit qui mal y pense”，意为“心怀邪念 者可耻”；下端悬挂着嘉德 勋章，饰带上用法文写着 “Dieu et mon droit”， “我权天授”。
The United Kingdom of Great Britain and Northern Ireland
领 土 组 成
第一节《英语国家概况》PPT优质课件
Main Topics
• 1. The necessity of leaning this course
–The requirement of your major
–TEM-8
• 2. How to learn the course more efficiently?
–Pre-reading work
Location and territory
Location of the UK:
The mainland areas lie between – latitudes 49°N and 61°N and – longitudes 8°W to 2°E
Total territory: 242,910 square kilometers
代称：England
The UK is made up of:
• Great Britain (the formerly separate England and Scotland, and Wales. )
• Northern Ireland • Numerous smaller islands .
Robert Southey
.
Lake poets
"I Wandered Lonely as a Cloud" ---William Wordsworth
I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze.
英语国家概况》课程实施细则.
英语国家概况》课程实施细则《英语国家概况》(上)课程实施细则一、教学建议本教材课文并非按语言难易循序渐进，而是按内容编写。
教学的重点是帮助学生了解英美国家的政治、历史、地理、社会、文化、教育等概况。
以阅读和理解为主，语法分析和语言点的掌握不作要求。
学习的重点以书后的Focal Points和练习为主。
要求学生能将每个章节所学的内容用英语进行概述。
二、教学进度两学期学完全书共二十四章。
上学期学完英国部分（共十二章），对澳新部分也应有所了解。
下学期学完美国部分（共十二章），对加拿大部分也应有所了解。
本课程以自学结合面授辅导，教师的面授辅导以讲解难点, 归纳重点、要点及课堂练习为主。
三、学习要点和考核目标第一编英国概况 The United Kingdom of Great Britain and Northern Ireland Introduction: The United Kingdom1.A complicated country with a complicated name2.The effects of its imperial past3.A member of the European Union4.A multiracial society5.Remarkable class, regional and economical differences6.Significant role of LondonChapter 1: Great Britain1.A cultural and economic dominance of England2.Invasion from the Roman empire3.Settlement of the Anglo-Saxons4.William the Conqueror5.Parliament's dominance over the throne6.Physical features of Scotland7.A cultural division between highland and lowland8.The battle of Bannockburn9.Independence of Scotland for 300 years10.Union with England in 170711.A strong Scottish identity12.A brief introduction of Wales13.A history of invasions14.Wale's unification with the UK15.Campaigns for independenceChapter 2: Northern Ireland1.Physical features of Northern Ireland2.Economy of Northern Ireland3.The Home Rule Bill4.The Easter Rising of 19165.The Sinn Fein Party6.The religious conflicts between the Irish and the British7.A partition of Ireland in 19218.Civil Rights Movement9.The presence of British soldiers on Northern Ireland since 196910.IRA's violence in the 1970s11.Bloody Sunday12.The collapse of the power-sharing13.Cooperation between the British and Irish governments Chapter3: The Government of the United Kingdom1.King Egbert2.Divine right of kings3.The civil war4.Charles I5.Roundheads6.Magna Carta7.The Great Council8.William of Orange9.The Bill of Rights of 168910.The Cabinet11.The prime minister12.George I13.The Constitution14.The power and the functions of the Parliament15.The roles of the monarch16.The house of Lords17.Life peers18.The House of CommonsChapter 4: Politics1. 1. The importance of general elections2. 2. The formation of the government3. 3. Vote of no confidence4. 4. The electoral campaigns5. 5. The procedure of general elections6. 6. The Conservative party and the Labour party7. 7. The Liberal Democrats8. 8. The National Health Service9. 9. Margaret Thatcher10. 10. John Major11. 11. Tony BlairChapter 5: The UK Economy1. 1. The privatization in the 1980s2. 2. The main sectors of the UK economy3. 3. Primary industries4. 4. Secondary industries5. 5. Tertiary/service industries6. 6. Agriculture7. 7. Energy production8. 8. The offshore oil industries9. 9. The manufacturing industry10. 10. The city of London11. 11. The London Stock Exchange12. 12. The aerospace industry13. 13. ConcordeChapter 6: British Literature1. 1. Early British literature concerned with Christianity2. 2. Beowulf3. 3. The Canterbury Tales by Geoffrey Chaucer4. 4. The stories of King Arthur and his knights5. 5. The development of drama in the Renaissance6. 6. William Shakespear7. 7. Characteristics of the Romance writers in the 19th century8. 8. The Brontes9. 9. Charles Dickens10. 10. Sir Walter Scott11. 11. Robert Louis Stevenson12. 12. Characteristics of the twentieth century literature13. 13. Modernism14. 14. Postmodernism15. 15. Joseph Conrad16. 16. Virginia Woolf17. 17. D.H. Lawrence18. 18. E.M. Foster19. 19. George Orwell20. 20. John FowlesChapter 7: Sports in Britain1. 1. Popular sports in Britain2. 2. The FA and the FA Cup3. 3. Wimbledon4. 4. Equestrianism5. 5. The Grand National6. 6. The Royal Ascot7. 7. Hunt saboteursChapter 8: British Holidays and Festivals1. 1. Christmas and its traditions2. 2. The Boxing Day and its traditions3. 3. Easter4. 4. Ramadan5. 5. Trooping the Colour6. 6. Bonfire Night (Guy Fawkes Night) and the traditions7. 7. Hogmanay8. 8. Halloween and the traditionsChapter 9: British Education System1. 1. The purpose of the British education system2. 2. The relationship between education and social class3. 3. The influence of the church on schooling4. 4. Comprehensive school5. 5. Grammar school6. 6. The national Curriculum7. 7. Public school8. 8. Open UniversityChapter 10: British Society: Housing, Class and Race1. 1. Owner-occupation2. 2. Four main types of British home3. 3. Class system in the British society4. 4. Upper middle-class and lower middle-class5. 5. The hereditary aristocracy6. 6. Oxbridge7. 7. Life peers8. 8. Ethnic relations in BritainChapter 11: British Foreign Relations1. 1. Active in setting up the United Nations2. 2. Foreign policy influenced by its history and geopolitical traits3. 3. A parliamentary democracy4. 4. Relations with other countries and organizationsChapter 12: The British Media1. 1. Popularity and functions of the media2. 2. British main newspapers3. 3. The tabloids4. 4. The broadcast media第二编澳大利亚概况 Australia1. 1. Land, people and history2. 2. The political life3. 3. Economy4. 4. The cultural and social life第三编新西兰概况 New Zealand1. 1. Land, people and history2. 2. Political system, education and economy英语国家概况》(下)课程实施细则一、教学建议本教材课文并非按语言难易循序渐进，而是按内容编写。
英语国家社会与文化
英语国家概况 第一课课件
单击此处添加副标题内容
教师：王春艳 单位：厦门理工学院外语系 时 间： 2 010年9月 12日
汇报日期
教学内容
美国、英国为主，其他次之
单击此处添加文本具体内容，简 明扼要的阐述您的观点。
历史、政治、社会、文化为主，地理等次之
单击此处添加文本具体内容，简 明扼要的阐述您的观点。
英国的昵称
John Bull
St. George & the Dragon
St. George slaying the dragon
St George’s Day
如果把某人描述成英雄，他的一项重要功 绩就会是屠杀怪兽Dragon。
The Dragon
Dragon 与龙
龙译为dragon
• 1815～1823 年马礼逊在澳门编纂出版的《华英-精华大辞书》
个到 绝 了 不 一总 相路之 关，， 的使内 概这涵 念二上 ，者“ 因酿d r为 成a g西 为o n方 了”传 统与教 一“士 个龙的 概”传 念风译马，鬼牛一使不直神相延差及续，，至硬可今是是。被这绑两
• 2为没0挂 有06念 入年“选中，dr国a这g发o一n布”环的有境可2导0能0致8带了年来各北的界京负特奥面别林效是匹果网克，平运呼易动声近会最的吉高强祥的烈物“热里龙闹，”讨因并 论象 将。 重2 0构0 6，年中1 2国月标4 日志，有上可海能的不《再新是闻“早龙报”》》揭的晓新了闻题，为报《导国上度海形某 学当 者 即 建 在 议网 为上 制和 止言 西论 方界 误导 解 致 ， 轩 不 然 以 大 龙 波 作 。 中 国 形 象 标 志 。 这 动 不 动 静 ，
•
dragon 被译为龙。此后至 1898 年，这种辞书都由西方传教士 们晓者编 编白纂 纂，。出dr对版ag于英on这汉译期辞成间书龙所创延有 立续英1了汉9 马辞世礼书纪逊中与的“2误d0r译a世g，o纪n以”之谣词交传条，讹的但。查中d阅r国a阐g学o揭n
英语国家概况
Thames
8 .
Lake District
9 .
Lake poets
"I Wandered Lonely as a Cloud" ---William Wordsworth
I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance.
Ben Nevis in Scotland — the highest point in UK
Wales: It’s mostly mountainous. South Wales is less mountainous
than North and Mid Wales.
Northern Ireland: It’s mostly hilly.
❖ ands
5 .
Location and territory
Location of the UK:
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Chapter 1 Introduction of UK Teaching Aims and Requirements: To make a short introduction to UK; To fully understand the details of the four parts of UK; To know something more about the important Ages of England, Scotland and Wales.
Teaching Importance: England and Scotland Teaching Periods: 4*50‟
Teaching Procedure: 1. Introduce all the important points in this chapter. 2. Explain them as detailed as possible. 3. Rationalism It refers to the belief that reason is the primary source of knowledge, and Human beings could understand Nature through reasoning because Nature followed rational laws.
1) Major Greek philosophers A. Thales (624-550 BC) a. He claimed that Nature is rational; therefore, human beings could use their reasoning abilities to understand Nature. b. He reasoned that water is the basis of everything. B. Anaximander (611-547 BC) a. He disagreed that water or any single substance could explain everything, but viewed the world in terms of opposites. b. He incorporated mathematical ideas to describe the world. C. Pythagoras (570-500 BC) Pythagorean theory (勾股定理); explaining the entire natural world with numbers. D. Heraclitus (535-475 BC) a. He introduced the concept of change as the only unchanging reality in the universe. b. He compared life to a flowing river: a person cannot step into the same river twice. c. Opposites are inherently connected. d. „Unity in opposition‟ created for perpetual change. E. Parmenides (515-440 BC) a. Change was an illusion. b. Human reasoning could discover the hidden universal truth(s) disguised by the facade of change. F. Democritus (460-390 BC) a. Everything in the universe obeys the laws of necessity; they are the result of mechanical laws. b. atomic theory, explaining that nothing actually changes. 2) Socrates, Aristotle, Plato A. Socrates (470-399 BC) a. He disagreed with the Sophists, and argued that some norms are universally valid and absolute. b. two types of knowledge: innate or a priori knowledge and empirical or a posteriori knowledge. c. question-and-answer technique, called the Socratic method. B. Plato (428-347 BC) a. There were a limited number of forms (ideas), transcending the sensory world. b. True, absolute and eternal knowledge must be a priori, or innate within human beings. c. Idealism: Mind over Matter—Human senses provide inexact concepts of things; only human reason can give us true knowledge about the world. d. the Republic—Every person could reach the highest level of wisdom and virtue possible in his society. C. Aristotle (385-323 BC) a. To Plato, the highest reality was gained through reason; to Aristotle, the highest reality was gained through the physical senses. b. Plato‟s motto was „Mind over Matter‟, but Aristotle‟s motto was „Matter over Mind‟. c. Reason depended on the senses. d. Four causes for why events occur in the natural world: material, efficient, formal and final. e. He founded the science of logic: syllogism. f. Geocentric theory: the earth was the center of the universe; women were „incomplete‟ men.
4. The Middle Ages/ the Medieval Period It is a thousand-year-feudal era which occurred between Antiquity and the Modern Age, when the Christian dominated Western Europe. a. Christianity b. Christians accepted some earlier ideas. c. religious interpretation/the study of theology
5. The Renaissance It refers to the rebirth of knowledge in Europe, particularly the rediscovery of the Greco-Roman texts, based on a new humanism which focused on Man and characterized by changes in all areas of human endeavor.
1) Rene Descartes (1596-1650) the father of modern Rationalism and the father of modern Western philosophy a. mathematical logic b. dualism c. „What am I?‟—I am a thinking, conscious being for as long as I am thinking. 2) John Locke (1632-1704) the modern father of Empiricism a. Reflection b. Nurture Vs Nature //concept of the blank mind c. corresponding theory d. some political views 3) David Hume (1711-1776) a. impressions & ideas b. concept of open mindedness c. the law of Causation 4) George Berkeley (1685-1753) a. Locke and Hume said that ideas come from the mind‟s reflection on the physical world; Berkeley argued that ideas come from the mind of a supernatural All-perceiver. b. The foundation of all scientific knowledge is sense experience.
6. Modern Philosophy 1) Immanuel Kant (1724-1804) Combining elements of both Rationalism and Empiricism into one new comprehensive system to explain how humans know the world. 2) Georg Hegel (1770-1831) a. paradoxical nature of change b. concept of dialectal change