英美概况(张奎武版)教案第一讲

《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。

章节名称：英国地理与文化教学目标：1. 了解英国的地理位置和地形特点。

2. 掌握英国的主要城市和旅游景点。

3. 了解英国的文化传统和现代发展。

教学内容：1. 英国的地理位置和地形特点。

2. 英国的主要城市和旅游景点，如伦敦、牛津、剑桥等。

3. 英国的文化传统，如皇室、剧院、博物馆等。

4. 英国的现代发展，如经济、教育、科技等。

教学活动：1. 引入话题：通过英国的地图和图片，引起学生对英国地理和文化的兴趣。

2. 讲解知识点：讲解英国的地理位置、地形特点、主要城市和旅游景点。

3. 小组讨论：让学生分组讨论英国的文化传统和现代发展，分享自己的了解和观点。

4. 案例分析：分析英国的皇室、剧院、博物馆等文化传统，以及经济、教育、科技等现代发展。

教学评估：1. 课堂参与度：观察学生在课堂上的积极参与程度和提问回答情况。

2. 小组讨论：评估学生在小组讨论中的表现和合作能力。

3. 案例分析：评估学生在案例分析中的分析和思考能力。

章节名称：美国地理与文化教学目标：1. 了解美国的地理位置和地形特点。

2. 掌握美国的主要城市和旅游景点。

3. 了解美国的文化传统和现代发展。

教学内容：1. 美国的地理位置和地形特点。

2. 美国的主要城市和旅游景点，如纽约、华盛顿、旧金山等。

3. 美国的文化传统，如多元文化、宗教、节日等。

4. 美国的现代发展，如经济、教育、科技等。

教学活动：1. 引入话题：通过美国的地图和图片，引起学生对美国地理和文化的兴趣。

2. 讲解知识点：讲解美国的地理位置、地形特点、主要城市和旅游景点。

3. 小组讨论：让学生分组讨论美国的文化传统和现代发展，分享自己的了解和观点。

4. 案例分析：分析美国的多元文化、宗教、节日等文化传统，以及经济、教育、科技等现代发展。

教学评估：1. 课堂参与度：观察学生在课堂上的积极参与程度和提问回答情况。

2. 小组讨论：评估学生在小组讨论中的表现和合作能力。

3. 案例分析：评估学生在案例分析中的分析和思考能力。

英美概况外语类课程设计一、课程背景随着我国经济与文化的全球化，英语已逐渐成为全球通用语言，在国际交流中发挥着至关重要的作用。

为了提高学生的英语水平和文化素养，外语学院开设了英美概况外语类课程。

二、课程目标本课程旨在通过对英美文化的深入了解和学习，提高学生的英语听、说、读、写能力，培养学生的跨文化交际能力和文化理解能力。

同时，也希望通过此课程，拓宽学生的视野和世界观，加深他们对世界多样性的认识和理解。

三、课程内容1. 英美历史文化本部分的教学内容主要包括英美历史文化背景、政治制度、传统节日、文学艺术、体育娱乐、教育制度等方面的知识。

通过讲授英美历史文化的基本知识和重要事件，使学生对英美文化有一个全面的了解，进一步提高他们的全球视野。

2. 英美社会生活本部分的教学内容主要包括英美社会生活习惯、人际关系、教育环境、劳动法律、医疗保健等方面的知识。

通过案例学习、讨论等形式，让学生了解英美这两个西方国家在社会生活方面的相似之处和不同之处，拓展他们的跨文化交际能力。

3. 英美商务文化本部分的教学内容主要包括英美商务礼仪、商务谈判、商务英语、英美企业文化等方面的知识。

通过案例学习、模拟演练等形式，帮助学生掌握在跨文化商务环境下的英语应用技能、沟通技巧和文化礼仪等，提高学生的跨文化商务能力。

4. 英美文学与电影本部分的教学内容主要包括英美文学名著欣赏和英美电影欣赏等方面的知识。

通过探究英美文化的根源，学习其特有的审美标准和表达方式，培养学生的文学鉴赏能力和电影欣赏鉴赏能力。

四、授课方式本课程采用小班授课方式，每个班级不超过20人。

在课堂上，老师将采用多种教学方法，如讲解、讨论、案例分析、模拟演练等，激发学生的主动性和创造性。

五、考核方式本课程采用多种考核方式，包括：平时作业、课堂参与、小组讨论、个人研究报告、期末考试等。

六、教学团队本课程由外语学院专业教师主讲，他们具有丰富的英语教学经验和对英美文化的深刻理解，能够为学生提供优质的教学资源与支持。

Unit One: GeographyI. Objectives•In this chapter we will look at some general features of America and set the scene for the more detailed examination of particular aspects of life there which are dealt with in later chapters.II. Focal Questions•What is the full name of the American state?•What are the physiographic features of America?•What are the natural resources in America?III. Procedures•Presentation by Students – Focal questions•Lectures by the teacher•Class discussion – Exploitation Activities•On class exercises•Assignment for the next chapterIV. Teaching hours:3 hoursV. ContentsIntroduction to US①The Land Area●The total land area of the USA is 9,372,615 square kilometers●the fourth largest country in the world②The Capital●Washington, D.C. is the capital of the United States of America.●Named after the first U.S. president, George Washington.●It is the heart of a dynamic metropolitan region.③The National Flag , Emblem and Anthem●The flag of the United States of America consists of 13 equal horizontal stripes ofred (top and bottom) alternating with white, with a blue rectangle (长方形) in the canton bearing 50 small, white, five-pointed stars arranged in nine offset horizontal rows of six stars (top and bottom) alternating with rows of five stars.●The bald eagle was chosen on June 20, 1782 as the emblem (徽章) of the UnitedStates of America.●“The Star-Spangled Banner” was recognized for official use by the Navy in 1889and the President in 1916, and was made the national anthem (国歌) by a congressional resolution on March 3, 1931, which was signed by President Herbert Hoover.④National Flower, Stone and Bird●September 23, 1986, the House of Representatives passed a joint resolutionnaming the rose as the “national floral emblem” of the United States.●The national stone of the United States is blue sapphire (蓝宝石).●The national bird of the United States is the bald eagle.1)Physiographic Features①Geographic Divisions●The eastern United States is broad, flat coastal plain.●The Great Plains lie west of the Mississippi River and east of the RockyMountains.●In the west of the Rocky Mountains lies the Intermontane Plateaus (高原).●The Intermontane Plateaus come to an end at the Cascade Range and the SierraNevada.●Alaska contains some of the most dramatic and untapped scenery in the country.②Rivers in the US●The Missouri River is 4,090km long and its tributaries cover an area of about1,502,200 sq km.●The Mississippi River flows about 3,730km which drains all the central area of theUSA and has a wide delta (三角洲), and many tributaries. The river was named by the Indians the Mississippi, meaning “Father of Waters”, or the “Old Man River”.●The Ohio River, 1,579km long and its tributaries is about 490,603 sq km.●The Colorado River flows 2,330km which drains an area of 629,100 sq km●The Rio Grande River runs about 3,034km which forms the border between Texasand Mexico.●The Columbia River, about 2,000km long, rises in British Columbia on the westernslope of the Rocky Mountains.●The Potomac River is famous not only because Washington D.C. is located on itsbank but also because it is the dividing line between the South and the North.●The Hudson River is famous because New York stands at its estuary.③Lakes in the US●The most important lakes in America are the Great Lakes which include five biglakes: Lake Superior, Lake Michigan, Lake Huron, Lake Erie, and Lake Ontario.●Only Lake Michigan is wholly in the United States; the other four are shared withCanada.●The Great Lakes cover more than 764,000 sq km.●The Great Salt Lake is the largest inland salt lake in North America.●The Great Salt Lake is several times more saline (咸的) than seawater whichcontains about 4.4 billion tons of minerals.④Mountains in the US●The Rocky Mountains is a chain of mountains in the west of North America,running from the border of the USA and Mexico up to Canada. Several peaks are 4,000m high.●T he Appalachian Mountains’ highest peak is Mountain Mitchell, 2,038m..2)Climate and Natural Disasters①Climate●Taking the country as a whole, the climate of the United States can be classifiedas temperate with some mild subtropical zones (亚热带) and the southern Florida and Hawaii being tropical.●The climate of New England is relatively cold.●The climate of the Middle Atlantic States region is generally pleasant. There arefour definite seasons.●The South enjoys a warm climate and abundant rainfall. Some states in thisregion are sometimes harassed by the disaster of hurricanes (飓风).●Since the Great Plains stretch from the Canadian border to Texas, the climate inthis region varies widely.●The climate of the Midwest is temperate. This is a largely open country, and thewind blows freely, often bringing sudden and extreme changes in temperature.Midwest summers are sometimes very hot; winters are sometimes extremely cold.●The states west of the Rocky Mountains have sharply different climatic conditions.The part of Washington near the Pacific Ocean has the largest rainfall in the country. But after crossing these mountains, very little rain falls and deserts appear.②Natural Disasters●More recently, the western U.S. experienced widespread drought from 1999 to2004, and signs of a major, long-term drought across the Great Plains have developed.●The United States also experiences the most frequent and powerful tornadoes(龙卷风) in the world.●Another natural disaster are hurricanes, which can hit anywhere along the GulfCoast or the Atlantic Coast as well as Hawaii in the Pacific Ocean. Hurricane season runs from June 1 to November 30, with a peak from mid-August through early October.●The Great Mississippi Flood happened in 1927.●The Great Flood happened in 1993.●The American Northwest sees the highest concentration of active volcanoes inthe United States. There are several active volcanoes located in the islands of Hawaii.3)Natural Resources●The United States is a land rich in natural resources, such as coal, copper (铜),lead, molybdenum (钼), phosphates (磷酸盐), uranium (铀), bauxite (矾土), gold, iron, mercury, nickel (镍), potash (碳酸钾), silver, tungsten (钨), zinc, petroleum, natural gas, timber (木材), are especially plentiful in the country.●America has a large deposit of iron ore (铁矿石).●Coal is another major natural resource found in large quantities in the U. S. whichcan last for hundreds of years.●America, very rich in oil, was once the largest oil producing country in the world.●Other basic metals and minerals mined on a large scale in America include zinc,copper, silver, and phosphate rock.●America enjoys abundant water resources.●America also has plenty of fertile soil.Unit Two:HistoryI. Objectives•In this chapter we mainly concentrate on the history of United States, which dates from 1607 to the present. Teachers should try to make students familiar with some outstanding figures and historic events that have great impacts on the whole country, even the whole world.II. Focal Questions•How was the New World discovered? Why was it important?•Why was the Declaration of Independence important?•What was the significance of the Civil War?•Why was the prosperity in 1920s false?•Search for more materials and state briefly the relations between the United States and China from 1990 to the present.III. Procedures•Presentation by Students – Focal questions•Lectures by the teacher•Class discussion – Exploitation Activities•Assignment for the next chapterIV. Teaching hours: 4 hoursV. Contents1. Colonial period (1607-1776)The period of colonization is from the first settlement of English colonists to the independence of America.1) American IndiansThe earliest inhabitants in North and South Americas were the American Indians, who had lived and labored there for thousands of years before Christopher Columbus, an Italian navigator, discovered the New World in 1492.The American Indians were divided into hundreds of tribes, enormously varied in physical appearance, language and civilization. Some tribes made their living by hunting, others by fishing, farming or gathering rye seeds. Later, the sea covered the land bridge from Asia to America and separated the two Americas from the rest of the world. The Indians and the people of the rest of the world knew little about each other until the New World was discovered in 1492.2) Discovery of AmericaBy the end of 15th century, the modern European world was to be formed. In the mid 15th century, a great number of long ocean voyages took place. History will always remember two names —Christopher Columbus and Amerigo Vespucci. It was they who discovered and identified the new continents.3) Colonization of North AmericaThe New World was a great and rich land. North and South Americas together made up an area almost as large as Africa and Europe combined.The ruling class of Europe fell upon this rich land greedily. Only 50 years after Columbus’ first voyage, the Spanish and Portuguese had overrun the vast land of what is now called Latin America. For about 100 years after Columbus’ crossing of the Atlantic, only explorers and traders visited North America. But at the beginning of 17th century, European settlers began to arrive. Portugal set up colonies in Brazil, while Spain explored and colonized much of South America and Mexico.The settling of present United States and Canada by the English and French went more slowly, though quite cruelly. During the reign of Queen ElizabethⅠ(1588-1603), the English ingrowing numbers realized that the New World was their best place to make their fortunes, and to worship and live according to their beliefs.In April 1607, three ships with 104 English settlers arrived off the Virginia coast. They built the first successful settlement called Jamestown. In 1620 the first group of Puritans arrived from England. In order to escape from religious persecution at home, a group of Puritans set sail for America on a ship called the Mayflower.Later more Puritans arrived in the nearby areas of Massachusetts. By 1679 they set up four New England colonies: Massachusetts, Rhode Island, Connecticut, and New Hampshire. The colonies of New York, New Jersey, Maryland, Pennsylvania, and Delaware were called the Middle Colonies.By the mid 18th century North America had been actually divided out among the European colonists. Most of the east coast, south of the St. Lawrence River, north of Florida and stretching inland as far as the Appalachians in the west were in the hands of the British.4)Thirteen coloniesBy the time when Georgia was set up, the 13 colonies had had a population of 629,000. By 1750 it increased to 1,171,000. In terms of their political administration, the 13 colonies could be divided into three types: the proprietary colonies, which belonged to a person or a group of persons; the Royal colonies, those controlled directly by the King of England and the English Government; and self-governing colonies, which were ruled by the colonists living in them. Most of the proprietary colonies soon became Royal ones. Only Connecticut and Rhode Island were self-governing colonies.Society in the 13 British colonies was like a pyramid, the top of which was made up of foreign merchants and landlords, and the base refugees from Europe, black slaves from Africa and the American Indians. The Africans were out-and-out slaves, who were sold like animals. As for the Indians, they would not put up with slavery. If any Indian was enslaved, his fellow tribe members would fight to free him. So the colonists soon gave up the attempt to use them as slave labor. Instead they seized the land of the Indians and drove them away or killed them. Slaves, indentured servants and workers who found themselves unable to bear their conditions used to run away to the frontier where they cleared the forests and opened up farms of their own. Uprisings or rebellions often took place against the Royal Government of the colonies.2. War of independence1) Britain’s policy toward American colonies1763 Royal Order, forbidding the colonists to buy any more land from the Indians in the west beyond a certain line, and vesting in the Crown the sole power to hold and dispose of such lands.1764 Sugar Act, imposing import duties on non-English goods to the American colonies in order to raise more money for supporting British Government in the colonies.1764 Currency Act, forbidding the colonies to issue paper money.1765 Stamp Act, taxing numerous articles and transactions in America to help pay the costs of British Government in the colonies.1765 Quartering Act, requiring colonists to help house and feed British regular troops stationed in the colonies.1766 Declaratory Act, asserting the supremacy of the British Parliament in making laws for the colonies.1767 Customs Collecting Act, establishing British commissioners in the colonies to collect customs and other duties.1767 Revenue Act, laying taxes on lead, paint and other articles imported into the colonies.1767 Tea Act, regulating importation of tea in British dominions in America in favor of the British East India Company.2) Unity of the coloniesThe contradiction between England and her 13 colonies became more acute, and the colonies began to unite.In September 1774, 55 representatives from all the colonies except Georgia held a meeting in Philadelphia to talk about their troubles with their mother country. The meeting was called the First Continental Congress. At the meeting the majority of representatives still thought they could settle their quarrel with the British by peaceful means. They agreed to refuse to buy British goods, hoping in this way to force the British Government to give in to their demands. They also agreed to raise a volunteer army to protect the colonies if Britain used force to break the boycott.3) The outbreak of war and the Declaration of IndependenceIt was here in Lexington that the first shot in the American War of Independence was fired.Immediately after this, in May 1775, the Second Continental Congress was held with representatives from all the 13 colonies.At the beginning of 1776, Thomas Paine, an American patriot published a pamphlet entitled Common Sense. Finally a committee, composed of Thomas Jefferson, Benjamin Franklin, John Adams and some other members, was appointed to draw up a Declaration of Independence. After three weeks of discussion, the committee prepared the famous document which was formally adopted on July 4, 1776, a day which has been celebrated each year as Independence Day or National Day in US.4)Progress of the warThe War of Independence started in 1775 and ended in 1783, lasting about eight years.The war did not go well for Americans at first who suffered repeated setback. It was under such unfavorable circumstances that George Washington, with his intelligence and determination, won a great victory in the battle of Trenton.The victory at Saratoga was the turning point of the war. But then the American army was still not strong enough to beat the British; it won some battles but lost others. Finally in 1781, the Americans, with the help of the French navy, won a decisive victory at Yorktown in Virginia.5) The significance of the warThe American War of Independence was of great historical importance and influence. A new republic emerged, which marked a new beginning of American history. It told the world that a just cause would sooner or later win while the evil cause would certainly lose. The victory of the American people also greatly encouraged the people in the colonies ruled by the Spanish and promoted the national liberation struggle of the other colonies in the world.5)The Constitutional ConventionBefore and during the Independent War, US had not been named yet, but near the end of the war, a committee was appointed to draw up a constitution which was to stipulate how US should be governed. It resulted in the Articles of the Confederation and in 1781 it was accepted by all the states. Thus US were officially founded.But the Articles of the Confederation gave too little power to the central government, so a series of attempts to organize a movement to outline and press reforms culminated in the Congress calling the Philadelphia Convention in 1787.After many heated debates and countless compromises, the delegates found a satisfactory solution. Congress should be made up of two houses, a House of Representatives and a Senate. The big states had more members in the House of Representatives than the small ones, but all states had the same number in the Senate. Finally, the Constitution took its shape and won its ratification in 1788.The appearance of the American Constitution was a great event in American history. It established the federal system which was the first in the world at that time, making the birth of US possible.3. Westward expansion era1) The new government and Louisiana PurchaseAfter the Constitution was ratified by the states, the nation began to organize her first Federal Government. As had been expected, Washington was elected the first President of US by a unanimous vote which has never happened again in this country.Washington’s Administration achieved much success. His vice president John Adams succeeded him in presidency. Adams was a member of the Federalist Party. However, the Federalists became divided after Adams sent a peace mission to France despite ongoing disputes with that nation. Thomas Jefferson, a Democratic-Republican, defeated Adams for the presidency in the 1800 election.The most glorious achievement of Jefferson as President was the Louisiana Purchase. The Louisiana Purchase, in 1803, gave western farmers use of the important Mississippi River waterway, removed the French presence from the western border of US, provided US farmers with vast expans es of land, and furthered American leaders’ vision of creating a “Great Nation”. 2) The war against England (1812-1814)Britain was not reconciled to the loss of their 13 colonies. British warships were often placed outside American harbors to keep a watch on shipping that came and went. Congress, therefore, had to declare war against British in June, 1812.The war continued for about three years without decisive victory for either side. Then both sides agreed to negotiate a peace settlement and signed the Peace Treaty of Ghent on the Christmas Eve of 1814. The War of 1812 had been called the Second War of Independence, which not only greatly influenced the American history, but also promoted the development of economy. It was only after this war that US completely got rid of the British control and began a new period of rapid development from a semi-colonial economy to an independent and self-reliant capitalist economy.3) American expansion①The territorial expansionIn 1845, US annexed the Mexican territory of Texas after the US settlers there had first formed an “independent government” with Washington’s support. Further US provocations on the border resulted in the Mexican-US War (1846-1848). In consequence of the Mexican War, US added to itself a territory of approximately 2,446,000 square kilometers, embracing the present state of Texas, California, Arizona, Nevada, Utah, New Mexico, Colorado, and part of Wyoming.In the same year, US forced England to cede the Oregon region, which includes the present states of Oregon, Washington, Idaho, and part of Montana and Wyoming.In 1867, US purchased from Czarist Russia the territory of Alaska and the off-lying Aleutian Islands for $ 7.2 million. This territory is twice as large as the original 13 colonies.By the middle of 19th century, the national territory of US had reached over nine million sq km, about 10 times the size of the total area of the original 13 colonies.②The economic expansionAfter the War of Independence the American national economy was growing rapidly. Its industrial revolution began in 1807 with its textile industry. New equipment and technology were introduced from Europe, and modern industries were established. Its total value of the industrial production in 1860 was increased by about 10 times that of 1810.In the 1820s there came a flood of new immigrants from Europe to US because labor was needed with the rapid development of industry in America and most European countries were ina very bad state.③Economic antagonism between North and SouthIn the north, the capitalist economy developed rapidly and industrial production advanced at an amazing speed. The output value of manufacture increased almost three times from 1840 to 1869. Coal and iron production were greatly increased. Transportation was also improved. Many canals were dug and thousands of miles of railways were built. All this stimulated the further development of industry. By 1860, American industry had ranked fourth in the world.The South was agricultural and had a large number of plantations, which were making huge profits out of tobacco and cotton with slave labor. The South insisted that slavery be kept, and furthermore, that more states in the Union be turned into slave states. Meanwhile the South exported each year plenty of cotton to England and Europe and imported a large quantity of manufactured goods from abroad. So the southerners wished to have a low tariff, as a high tariff would raise the prices of imported goods. On the contrary, the North had a different view. The northern industrialists wanted a high tariff to protect the industries in the North.4. The American civil war1) Causes of the warBy 1860, there were nearly four million slaves residing in US, nearly eight times as many from 1790; within the same period, cotton production in US boomed from less than 1,000 tons to nearly one million tons per year. There were some slave rebellions, including by Gabriel Prosser (1800), Denmark Vesey (1822), and Nat Turner (1831), but they all failed and led to tighter slave oversight in the South. White abolitionist John Brown tried and failed to free a group of black slaves in Harpers Ferry, Virginia and was therefore executed for his actions.Harriet Beecher Stowe, daughter of Minister Lyman Beecher, published her novel Uncle Tom’s Cabin in 1852 in response to the passage of the Fugitive Slave Act. The novel intended to express her views of the cruelty of slavery and nearly 300,000 copies were sold during its first year of publication. Numerous slaves also escaped their masters through the Underground Railroad, a term defining secret routes where abolitionists confidentially transported runaway slaves to “free state” territory; its most famous leader was Harriet Tubman.2) Progress of the warThe Civil War began when Confederate General Pierre Beauregard opened fire upon Fort Sumter, in the Confederate State of South Carolina. The war lasted four years from 1861 to 1865.In material resources, the North enjoyed a decided advantage. Strong as the North was, the South also had advantages, most of them military.There were two main arenas of war, the Eastern Arena and the Western Arena. The basic battleground for the Eastern Arena was Virginia. The Western Arena included the areas west to the Appalachian Range and the Mississippi River area.In order to change the situation and win the war, several measures were taken by Lincoln’s Administration in 1862: (1) in May 1862, Congress passed the Homestead Act; (2) on September 22, 1862, Lincoln issued the Emancipation Proclamation; (3) black slaves were allowed to serve in the Union Army from August 1862.3) The significance of the warThe Civil War is of great significance in American history, which preserved the Union and solved the agrarian problem.The Civil War, in fact, was a struggle of life and death between two social systems, between the progressive and the backward, between the one that could push history forward and the one that would drag history to the old times.The Civil War also extended its far-reaching influence to the European revolutions.。

INTRODUCTION;THE UNITED KINGDOM1. Teaching Aims: let the student get a general knowledge about the UK2. Key points: a complicated country with a complicated name; the effects of it’s imperial past;a member of the European Union3. Difficult points: a multiracial society; remarkable class, regional and economic differences;a significant role of London4. Teaching Methods: Multi-media aid teaching; explanation; students’ discussion; traditional teaching;5. Teaching Hours: 4-66. Teaching Procedure:1 Introduction:The full name of the country is the United Kingdom of Great Britain and Northern Ireland. It is a complicated name for what is in many ways a complicated country. Most people know something about it because it’s huge overseas empire gave it an important international role which only came to an end in the years following the Second World War. However, the things that people know about the UK (which they will probably call simply Britain or, wrongly, England) may have little to do with how most real British people live their lives today.2. Detailed study of the text:For one thing, the days of empire are now long enough ago that only old people remember it as anything of any importance in their lives. Britain is no longer an imperial country, though the effects of it’s imperial past may be often encountered in all sorts of ways; not least in the close relationships which exist with the fifty or more countries which used to be a part of that empire, and which maintain links through a loose (and voluntary) organization called the Commonwealth of Nations. But more important today in Britain’s international relations is the European Union, of which the UK has been a member since 1973, and it is more useful when considering modern Britain to emphasize its role as a European nation, rather than its membership of the Commonwealth. It remains a relatively wealthy county , a member of the Group of Seven large developed economies.One other obvious effect of that old imperial role lies in make-up of the British population itself. Immigration from some of those Commonwealth countries, which was encouraged in the 1950s and 1960s, has produced a population of which 1 in 20 are of non-European ethnicity. They themselves , or their parents or grandparents , were born in India of Pakistan, the countries of Caribbean, to name only the most common.This introduces what is the key theme of the chapters about the United Kingdom: as is the case for most, or all, counties, it is not possible to sum up the British people with a few simple phrases. Many people who think of Britain think of the English gentleman. But this is just a stereotype which never applied to the majority of the British people, and has little validity today. The UK is one nation, with a single passport, and a single government having sovereignty over it all, but as the full name of the nation suggests, it is made up of different elements. It includes 4 parts within the one nation-state: the island of Great Britain is made up of England, Scotland and Wales, and Northern Ireland, a province on the neighboring island of Ireland, completes the set. So when discussing Britain and the British some consideration has to be made of these differences: for example a woman from Scotland would not be pleased if we were to call her an “English gentleman” ! She is Scottish and female, and sees her identity as different from that of men and separate from the English.. But this distinction between the 4 constituents is only one, and perhaps the simplest, of the differences which divide the United Kingdom. It has been already pointed out that the UK is now a multiracial society, and these quite recent groups of immigrants have brought aspects of their own culture with them which sit side by the side with more traditionally British ways of life, for example, many are Muslims, while most Britain people (in name at least) are Christians. And clearly involved in my example of the Scottish woman is the fact that men and women do nor have the same experience of life in Britain. Also Britain is divided economically: it is a society with a class structure. It is possible to exaggerate the importance of this class structure, because of course most countries have some kind of class system, but it is true to say that the class structure of UK society is relatively obvious. The culture of a factory worker may be quite different from that of a stockbroker whose father was a stockbroker : they will tend to read different newspapers, watch different things in their free-time, and have different expectations for their children.Another difference which marks British society is that of region. Even within each of the four countries there are different regions: the difference between the “highland” and “lowland” Scots has a long historical significance, for example : north and south England are also considered to be culturally distinct, though the boundary between them is not marked on any map, and exists only as a rather unclear mental attitude. Nevertheless, there is some basis to the distinction in economic terms as the south is on average more wealthy than the north.Part of the reason for that economic difference between north and south is found in another distinction which marks British society, a distinction which can be seen in many societies but is perhaps particularly obvious in the UK, that is, the difference between the capital and the province. London is in the south of the country, and is dominant in the United Kingdom in all sorts of ways. It is by far the lar gest city in the country, with about one seventh of the nation’s population; it is the seat of government; it is the cultural centre , home to all the major newspapers, TV stations , and with far and away the widest selection of galleries, theatres and museums. Also it is the business centre, headquarters of the nation, and one of the three major international financial centers in the world . As such it combines the functions of Beijing, Shanghai, and Guangzhou, or New York, Washington and Los Angeles, in one city. And given its long-standing historical role in the UK, perhaps Xi’an too! London is a huge weight in Britain’s economic and cultural life, and to some extent the rest of the country lives in its shadow.We shall look at many of these differences , along with other issues, in later chapters, but in the first two chapters we shall discuss just the most obvious: the four nations of the United Kingdom.7．Assignments after class:The exercises on page 5&6.8.Teaching Reflection:Chapter 1GREAT BRITAINEngland1. Teaching Aims: let the student be familiar with England2. Key points: a cultural and economic dominance of England; invasion from the Roman Empire3. Difficult points: King Arthur; Parliament’s dominance over the throne4. Teaching Methods: Multi-media aid teaching; explanation; students’ discussion; traditional teaching;5.Teaching Hour s: 26. Teaching Procedure:1 Introduction:England is a highly urbanized country, with 80% of its population living in cities, and only 2% of the population working in agriculture. Its largest city is the capital, London, which is dominant in the UK in all fields: government, f i nance, and culture. England is physically the largest of the four nations, and it has by far the largest population. This dominance in size is reflected in a cultural and economic dominance too, which has the result that people in foreigncountries sometimes make the mistake of talking about England when they mean the UK. Significantly, people in England sometimes make that mistake too, but people in the other three nations would not: they might call themselves British (as might the English), or they might call themselves Scottish or Welsh or Irish, but they certainly wouldn't call themselves (or like to be called) English. So oddly, of the four nations, the English feel most British, and therefore have the weakest sense of themselves as a separate "English" culture within Britain.2 Detailed study of this partBritish history has been a history of invasions. Before the first century AD Britain was made up of many tribal kingdoms of Celtic people: a powerful culture originating in central Europe. Then in 43AD Britain was invaded by the Roman empire'. and England and Wales (though not Scotland or Ireland) became a pan of the Roman empire for nearly 400 years. As the Roman empire came under threat from the east, the Roman armies and Roman protection were withdrawn from Britain, and Britain was again divided into small kingdoms, and again it came under threat from outside, this time from Germanic peoples: the Angles, and the Saxons.One of the best-known En g lish legends der i ves from this time. In the f i fth century AD it is said that a great leader appeared, united the British,and with his magical sword, Excalibur, drove the Saxons back. This is the story of King Arthur, and has been em b ellished by singers. poets, novelists and even filmmakers ever since.Although King Arthur's real existence is in doubt, you can visit places associated with his legend, such as the cliff-edge castle at Tintagel in Cornwall. According to legend Arthur gathered a company of knights to him, who sat together at Arthur's castle at Camelot (possibly the real hilltop fort at Cadbury Hill in Somerset). Conflict between his knights led to Arthur creating the famous "round table''at which all would have equal precedence3.Perhaps this could be seen as an indicator of the way in which the English have wished to see their monarch as something other than a remote dictator, and have in fact managed to gradually bind the monarchy into a more democratic system, rather than comp l ete l y rejecting itWhatever Arthur's success, legend or not, it did not last, for the Anglo-Saxons did succeed in invading Britain, and either absorbed the Celtic people, or pushed them to the western and northern edges of Britain. Despite the fact that contemporary English people think of King Arthur as their hero, really he was fighting against them, for these Anglo-Saxon invaders were the forefathers of the English, the founders of"Angle-land" or "England" as it has become known.Two more groups of invaders were to come after the English: from the late 8th century on, raiders from Scandinavia, the ferocious Vikings, threatened Britain's shores. Their settlements in England grew until large areas of northern and eastern England were under their control. By then the English heroes were truly English (Anglo-Saxon), such as King Alfred the Great, who turned the tide in the south against the Vikings. There remains to this day a certain cultural divide between northe rn ers and southerners in England, which-while not consciously "Saxon" versus "Dane", may have its origins in this time.The richer southerners tend to think of northerners as less sophisticated than themselves, while northerners think southerners arrogant and unfriendly. They are a l so marked by having distinctly different accents.The next invaders were the Normans, from northern France, who were descendants of Vikings. Under William of Normandy (known as "William the Conqueror"8) they crossed the EnglishChannel in 1066, and in the Battle of Hastings, defeated an English army under King Harold. This marks the last time that an army from outside the British Isles succeeded in invading.Wi l liam took the English throne, and be- came William the First of England. The Tower of London, a castle in the centre of London which he built, still stands today.The Normans did not settle England to any great extent: rather they imported a ruling class. The next three hundred years may be thought of as a Norman (and French-speaking) aristocracy ruling a largely Saxon and English-speaking popula t ion. It is this situation which produced another of England's heroic legends. This is the legend of Robin Hood", the Saxon nobleman oppressed by the Normans, who became an out-law, and with his band of "merry men" hid in the forest of Sherwood in the north midlands of England. From this secret place, armed with their longbows, they then went out to rob from the rich to give to the poor. This early English socialist (!) has featured in many television series and films,both British and American. Some writers have seen in the popularity of this legend of a rebellion hidden in the green wood a clue to the English character: a richly unconventional interior life hidden by an external conformity.But, like all stereotypes,this one has its weaknesses, as many English people, especially young people, like to display their unconvenionality external l y—for example English punk rockers with their vividly dyed spiky hair. But it is certainly true that the lifeless fronts of many English houses conceal beautiful back gardens. Gardening is one of the most popular pastimes in Eng l and, and the back garden provides a place where people's outdoor life at home can go on out of the public gaze. This may contrast with people from other countries whose outdoor life might be more social—sitting on the front porch watching passers-by.The next few hundred years following th e Norman invasion can be seen as a process of joining together the various parts of the British Isles under English rule, so that any English identity eventua l ly became swamped by the necessity of adopting a wider British identity, both to unite the kingdom internally, and to present a s i ngle i dentity externally as Britain became an imperial power. At the s ame ti m e power was gradually transferred from the monarch to the parl i ament Charles the First's attempt to overrule parliament in the 1640s l ed to a civil war in which parliamentary forces were victorious, and the k i ng was executed. After a gap of eleven years in which England WAS RULED BY parliament's leader, Oliver Cromwell15, the monarchy was restored.:Further conflict between parliament and the king led to the remov a l of the Scottish house of Stuart from the throne, and Wi l liam and M a ry were imported from Holland to take the throne, thus finally esta b l i sh i n g parliament’s dominance over the throne.Scotland1. Teaching aims: have a general knowledge about Scotland2. Key points:physical features of Scotland; a cultural division between highland and lowland3. Difficult points: independence of Scotland for 300 years; a strong Scottish identity4. Teaching Methods: Multi-media aid teaching; explanation; students’ discussion; traditional teaching;5. Teaching Hours: 4-66. Teaching procedure:1 IntroductionScotland is the second largest of the four nations, both in population and in geographical area. It is also the most confident of its own identity because alone amongst the non-English components of the UK it has previously spent a substantial period of history as a unified state independent of the UK. Thus it is not a big leap for the Scottish to imagine themselvesindependent again.2 Detailed study of this partPhysically, Scotland is the most rugged part of the UK, with areas of sparsely populated mountains and lakes in the north (The Highlands), and in the south (The Southern Uplands). Three-quarters of the population lives in the lowland zone which spans the country between these two highland areas. The largest city is Glasgow, in the west of this zone. Scotland's capital city is Edinburgh, on the east coast forty miles away from Glasgow. It is renowned for its beauty, and dominated by its great castle on a high rock in the centre of the city. Both cities have ancient and internationally respected universities dating from the 15th century.Scotland was not conquered by the Romans, though they did try to, and for a while occupied as far as the edge of the northern highland zone. But the difficulty of maintaining their ru l e there caused them to retreat to a line roughly equivalent to the contemporary boundary between England and Scotland. Along this line, from sea to sea, they, l ike the Chinese, built a wall to mark the northern edge of their domain, and to help defend it. It is called "Hadrian's Wall"18 after the Empe ro r of Rome at the time of its building, and al t hough ruined, lengths of it can still be seen and walked along.Nor was most of Scotland conquered by the Anglo-Saxons, although an Angle Kingdom was established in the southeast—hence Edinburgh's Germanic name. British celts displaced from the south by Saxon invasion occupied the area around what is now Glasgow, and in this same period (around the sixth century AD) people from northern Ireland invaded the south-west. They were called the Scots, and it is they that gave the modern country of Scotland its name. The original Scottish celts, called the Picts, were left with the extensive but unproductive highland Zone. The division between highland and lowland Scotland remains a cultural divide today, in much the same way as north and south England see themselves as different from each other. There are even areas in the highlands where (in addition to English) people speak the old Celtic language, called "Gaelic".Like England, Scotland began to experience Viking raids in the ninth century, and it was the pressure from this outside threat that led Scottish kings to unify, forming an independent singular Scottish state at just abou t the same time that Anglo-saxon England was also unifying. The presence of this larger powerful kingdom on its southern doorstep was the key factor in Scottish politics from that time on, with frequent wars between the two. William Shakespeare's play "Macbeth" is set in the Scotland of this period. The town of Berwick upon Tweed near the Scottish border in present day Eng l and is said to have changed hands thirteen times as a result of Ang l o-Scottish conflict. Despite the conflict, there were close ties between the two countries with extensive intermarriage between the two aristocracies, and even between the royal families. A recent Ho l lywood movie, Braveheart, told the story of William Wal l ace's uprising in 1298, which was quelled by the English. But only a few years later the Scots, under the leadership of Robert the Bruce21, were victorious at the Battle of Bannockburn22, leading to 300 years of full independence.In 1603, however. Queen Eli z abeth the First of England died childless, and the next in l ine to the throne was James the sixth of Scotland, so he also became James the First of England, uniting the two thrones. But for another hundred years Scotland maintained its separate political identity. However, in 1707 by agreement of the English and Scottish parliaments. Scotland joined the Union. There followed two rebe l lions in 1715 and 1745 in which the heir to the Stuart c l a i m (deposed in 1688 by the English parliament) to the British throne attempted to reassert his right to rule Britain, gathering support in Scot l and then marching with an army into Eng l and. In 1745 this led to a brutal military response from the British army. The rebel army was destroyed at the Battle of Culloden25 (the last battle on British soil) in northern ScotlandScott i sh highland clan (extended family group) culture was effec t ive l y de s troyed at this time, and today exists l argely as a way of parting tourists from their money by sel l ing them "tartan" souven i rs o r history of "their" clan. For following Culloden, and even more imp o rtan tly the agricultural changes of the 18th century which led to depopulation of the highlands, many Scots sought their fortune outside Sco tla n d— in England, America, Canada, or Australia. So that there are more people of Scottish descent outside Scotland than in it, and many of those come back to find their "roots", forming a good target for the se l ler s of such souvenirs.The dream of an independent Scotland has not vanish ed, but it does not seem to be one shared by most Scots. Scotland elects its members of parliament to the London parliament in just the same way as the English do. I t sends 72 representatives to London, but at the last election (in 1992). of those 72 on l y 3 were elected from the Scottish Nationalist Party—a political party which wants an independent Scotland. However, the largest group of MPs (49) was from the Labour party, which has said that if they are e l ected as the UK government at the next election they will set up a regional par l iament for Scotland to manage its own internal affairs within the UK.Scotland has a great tradition of innovation in the arts, philosophy and science. The inventor of the telephone was a Scot, and the first man to transmit a television picture was another. Its writers have given the world such well-known work as Wa l ter Scott's26 romances of highland Scotland, and "Auld Lang Syne"" (by Robert Bums, who wrote in the Scots dialect). But the work which many consider to best sum up Scotland's position is the famous novel DrJekyll andMrHyde,by Robert Louis Stevenson28,which describes how the civilised scientist Dr Jekyll transforms periodically into the crude and violent Mr Hyde. This description of the dual nature of man is perhaps a good way to think of Scotland: superficially fully integrated into the UK, but concealed beneath this is a still-strong Scottish identity29WalesTeaching aims: have a general knowledge about WalesMain Points: a history of invasions;Difficult Points: Wales’ unification with t heＵＫ；ｃａｍｐａｉｇｎｆｏｒｉｎｄｅｐｅｎｄｅｎｃｅＰｅｒｉｏｄｓ：１Ｔｅａｃｈｉｎｇｐｒｏｃｅｄｕｒｅｓ：１ＩｎｔｒｄｕｃｔｉｏｎThe capita] of Wales is Cardiff, a small city of about 300 000 people on the south coast. This southern area was an important element in Britain's industria l revolution, as it had rich coal deposits. Coal-mining became a key industry for the Welsh, emp l oying tens of thousands at its height. So its recent disappearance has been a major economic and cu l tural blow. But South Wales has been very successful in attracting investment from abroad—particular l y Japan and the United States, which has helped to create new industries to replace coal and steel.Wales is the smallest among the three nations on the British mainland, though larger than Northern Ire l and. It is very close to the most densely populated parts of central England. Though it is hillier and more rugged than adjacent parts of England there is no natura l boundary. So Wales has been dominated by Eng l and for longer than the other nations of the u nion. Nevertheless, what is remarkab l e is that despite this near ness and l ong-standing political integration Wales retains a powerful sense of its difference from England. It also retains its own language. Welsh. This is a Celtic tongue complete l y different from English, spoken by 19% of the population, a much higher proportion of the population than speak Gaelic in Scotland.Again, all those Welsh-speakers are also fluent in English.Like the rest of Britain, before the arrival of the Roman empire, Wales was a land of Celtic peoples,living in a number of small tribal kingdoms. Wales was conquered by the Romans eventually, though with difficulty. The Welsh chieftain Caradoc fought a long guerrilla campaign from the Welsh hills against the invader. When the Romans left Britain Wales was again a Celtic land, though again divided into separate kingdoms, but unlike England it did not fall tothe Anglo-Saxon invaders of the fifth century.But Wales was always under pressure from its English neighbours, particularly after the Norman conquest, when Norman barons set up castles and estates in Wales under the authority of the English Crown. Thus there was a need to unify Wales to successfu l ly resist the English. This did not happen until Llywelyn ap Gruffudd30 brought a large portion of Wales under his rule, and by a military campaign forced the English to acknowledge him as Prince of Wales in 1267. But when he died. the English king, Edward the First, set about conquering Wales. bui l ding a series of great stone castles there from which to control the population. These castles stand today as one of Wales' greatest tourist attractions (along with its beaches,cliffs and mountains), and tourism is now an important industry.Edward the First named his son the Prince of Wales, and the first son of the monarch has held that title ever since (including the present day Prince Charles) to try to bring Wales into the British nation. The last real attempt to resist that process was in the earl} 15th century when Owain Glyndwr" led an unsuccessful rising against the English. Today Glyndwr and Llywelyn are more than simple h i storical figures for the Welsh, they are the almost legendary heroes of We l sh nationalism. The n-brief campaigns are the only times in history w hen Wales has existed as a unified independent nation.A hundred years after Glyndwr. in 1536. Wales was brought legally, administratively,and politicall y i nto the UK by an act of the British parliament. This close long-stand i ng relationship means that modern Wales lacks some of the outw ard signs of diff e r enc e which Scot l and possesses— its lega l system and its education system are exactly the same as in England. Often official statist i cs are given for "England and Wales". However, Wales is different, and one of the key markers of that difference is the Welsh language—the old British Celtic tongue which is still in daily use. But as a source of the Welsh identity this is sometimes divisive, because 80% of the Welsh don't speak the language, and yet feel Welsh. Since most of the Welsh speakers are in the north, this deepens a cultural division between the more populated, industrial south, and the rura l north of Wales.As in Scotland the Welsh people elect their MPs to the London parliament. The Welsh too have nationalist party. "Plaid Cymru"(The Party of Wales), which campaigns for an independent Wales. Of the 38 Welsh MPs, 4 are members of this party. Under a Labour government Wales will probably gain its own parliament to manage its own internal affairs.7．Assignments after class:The exercises on page １６，１７&１88. Teaching Reflection:89101112。

张奎武《英美概况》(第4版)笔记和课后习题详解目录•课程简介与学习指南•英国篇：历史、文化与社会•美国篇：历史、文化与社会•英美政治制度与外交关系•英美经济发展与贸易合作•科技、教育与文化交流01课程简介与学习指南03学术研究的价值本课程对于英语语言文学、历史学、社会学等相关学科的学术研究具有重要价值。

01英美文化的重要性作为世界文化的重要组成部分，英美文化对全球产生了深远影响。

02跨文化交流的需求随着全球化进程的加速，了解英美文化对于提高跨文化交流能力具有重要意义。

《英美概况》课程背景1 2 3第4版教材在保留原有经典内容的基础上，增加了近年来的新变化和新趋势，使内容更加贴近现实。

教材内容更新教材按照历史、政治、经济、文化等多个主题进行编排，每个主题下又有详细的子主题，方便读者查找和阅读。

结构清晰明了教材中包含了大量的图片、表格、地图等辅助材料，帮助读者更加直观地理解相关内容。

丰富的辅助材料第4版教材特色与结构01020304提前预习和复习积极参与课堂讨论多渠道获取信息注重实践应用学习方法与建议在上课前预习相关章节，课后及时复习巩固所学知识。

在课堂上积极发言，与同学和老师交流自己的看法和观点。

将所学知识应用到实际生活和工作中，如参加英语角、模拟联合国等活动，提高自己的跨文化交流能力。

除了教材之外，还可以通过阅读相关书籍、报纸杂志、观看电影等方式获取更多关于英美文化的信息。

02英国篇：历史、文化与社会英国历史发展脉络古代不列颠早期人类活动、罗马征服与盎格鲁-撒克逊入侵中世纪英国封建制度、百年战争与玫瑰战争近代英国文艺复兴、宗教改革、英国内战与工业革命现代英国两次世界大战、战后恢复与当代社会变革莎士比亚、狄更斯等文学巨匠及其作品文学古典音乐、流行音乐与摇滚乐等音乐英国电影产业与经典影视作品电影与电视泰特美术馆、大英博物馆等艺术与博物馆英国文化特色及影响英国社会现状与特点政治制度君主立宪制、议会制度与政治党派经济状况高度发达的资本主义经济、伦敦金融中心等社会福利与教育国民健康服务、免费教育等多元文化种族、宗教与文化的多样性01030402课后习题详解：英国部分判断题判断与课程内容相关的陈述是否正确选择题针对课程内容的选择题练习简答题对英国历史、文化、社会等方面的简要回答论述题深入分析英国某一方面的具体问题03美国篇：历史、文化与社会早期探险与殖民独立战争与联邦成立西进运动与领土扩张内战与重建美国历史发展脉络分析美国独立战争的背景、经过与结果，以及联邦政府的成立过程。

张奎武《英美概况》笔记及习题（家庭）【圣才出品】第1章家庭1.1 复习笔记I. ImmigrantsII. Nucleus familyIII. Marriage and dateIV. IndependenceV. Situation of senior citizensVI. The position of womenVII. Difference between black and whiteI. Immigrants (移民)1. America has the most immigrants in the world. Of the population of 300 million, more than 16 percent were born in other countries or are the children of at least one foreign born parent.美国有世界上最多的移民。

在3亿⼈⼝中，16%的⼈来⾃其他国家或⽗母有⼀⽅来⾃外国。

2. They have different social customs and personal habits.他们有不同的社会风俗和个⼈习惯。

II. Nucleus family (核⼼家庭)In America, a family is usually composed of a father, mother and two children. The family usually lives independently without elders and relatives.在美国，⼀个家庭通常由⽗母和两个孩⼦组成。

家庭单独⽣活，不与⽼⼈和亲戚⼀起住。

III. Marriage and date (婚姻与约会)1. Young people have their own right to deal with their marriages and are independent of their parents.年轻⼈有权决定婚姻，⽗母不⼲涉。

《英美概况教案》课件第一章：英国地理与文化1.1 教学目标：了解英国的地理位置和气候特点。

掌握英国的主要城市和地标建筑。

了解英国的历史背景和文化特点。

1.2 教学内容：英国的地理位置和气候特点。

英国的主要城市和地标建筑，如伦敦、大本钟、苏格兰的爱丁堡等。

英国的历史背景，如英国的君主制、伊丽莎白女王等。

英国的文化特点，如英国的语言、文学、艺术等。

1.3 教学活动：图片展示英国的地标建筑，让学生猜测并介绍。

分组讨论英国的历史事件和文化特点。

角色扮演，让学生扮演英国的历史人物或文化代表，进行对话展示。

第二章：美国地理与文化2.1 教学目标：了解美国的地理位置和气候特点。

掌握美国的主要城市和地标建筑。

了解美国的历史背景和文化特点。

2.2 教学内容：美国的地理位置和气候特点。

美国的主要城市和地标建筑，如纽约、自由女神像、华盛顿特区等。

美国的历史背景，如美国的独立战争、美国总统等。

美国的文化特点，如美国的语言、文学、艺术等。

2.3 教学活动：图片展示美国的地标建筑，让学生猜测并介绍。

分组讨论美国的历史事件和文化特点。

角色扮演，让学生扮演美国的历史人物或文化代表，进行对话展示。

第三章：英国教育体系3.1 教学目标：了解英国的教育体系和学校类型。

掌握英国的教育阶段和学历认证。

了解英国的高等教育特点。

3.2 教学内容：英国的教育体系和学校类型，如公立学校、私立学校、Technical and Further Education等。

英国的教育阶段和学历认证，如GCSE、A-Level、HND等。

英国的高等教育特点，如牛津大学、剑桥大学等。

3.3 教学活动：分组讨论英国的教育体系和学校类型。

案例分析，介绍牛津大学和剑桥大学等英国著名高校的特点。

角色扮演，让学生扮演英国的学生或教师，进行对话展示。

第四章：美国教育体系了解美国的教育体系和学校类型。

掌握美国的教育阶段和学历认证。

了解美国的高等教育特点。

4.2 教学内容：美国的教育体系和学校类型，如公立学校、私立学校、Community College 等。

英美概况授课讲义【英美概况】英语专业《英语国家概况》必背内容精讲第一章英国的国土与人民Land and PeopleChapter 1：Land and People 英国的国土与人民I. Different Names for Britain and its Parts 英国的不同名称及其各组成部分1.Geographical names: the British Isles, Great Britain and England.地理名称：不列颠群岛，大不列颠和英格兰。

2.Official name: the United Kingdom of Great Britain and Northern Ireland.官方正式名称：大不列颠及北爱尔兰联合王国。

3.The British Isles are made up of two large islands-Great Britain (the larger one) and Ireland, and hundreds of small ones.不列颠群岛由两个大岛—大不列颠岛（较大的一个）和爱尔兰岛，及成千上万个小岛组成。

4.Three political divisions on the island of Great Britain: England, Scotland and Wales.大不列颠岛上有三个政治区：英格兰、苏格兰和威尔士。

(1) England is in the southern part of Great Britain. It is the largest, most populous section.英格兰位于大不列颠岛南部，是最大，人口最稠密的地区。

(2) Scotland is in the north of Great Britain. It has three natural zones (the Highlands in the north; the Central lowlands; the south Uplands) Capital: Edinburgh苏格兰位于大不列颠的北部。

英美概况教案(一)【教学目标】1. 了解英国和美国的基本地理、历史和文化概况。

2. 掌握英国和美国的主要城市、名胜古迹和自然资源。

3. 了解英国和美国的政治体制、教育制度和社会福利。

【教学内容】1. 英国的地理位置和地形特点。

2. 英国的历史概况：罗马时期、中世纪、工业革命、现代英国。

3. 英国的主要城市：伦敦、曼彻斯特、爱丁堡、伯明翰等。

4. 英国的名胜古迹：大本钟、白金汉宫、伦敦塔桥、牛津大学等。

5. 英国的自然资源：苏格兰高地、湖区国家公园、威尔士山脉等。

【教学方法】1. 采用多媒体教学，展示英国的地理位置、城市和名胜古迹的图片和视频。

2. 通过讲解和讨论的方式，让学生了解英国的历史、政治和社会文化。

3. 设置小组任务，让学生调查英国的自然资源和旅游特色。

【教学评估】1. 课堂讨论：学生能积极参与讨论，表达对英国的了解和看法。

2. 小组报告：学生能完成调查任务，呈现英国的自然资源和旅游特色。

3. 课后作业：学生能完成相关阅读材料，加深对英国的了解。

英美概况教案(二)【教学目标】1. 了解美国的基本地理、历史和文化概况。

2. 掌握美国的主要城市、名胜古迹和自然资源。

3. 了解美国的政治体制、教育制度和社会福利。

【教学内容】1. 美国的地理位置和地形特点。

2. 美国的歷史概况：殖民时期、独立战争、南北战争、现代美国。

3. 美国的主要城市：纽约、洛杉矶、旧金山、芝加哥等。

4. 美国的名胜古迹：自由女神像、白宫、国会山、哈佛大学等。

5. 美国的自然资源：大峡谷、黄石国家公园、尼亚加拉大瀑布等。

【教学方法】1. 采用多媒体教学，展示美国的地理位置、城市和名胜古迹的图片和视频。

2. 通过讲解和讨论的方式，让学生了解美国的历史、政治和社会文化。

3. 设置小组任务，让学生调查美国的自然资源和旅游特色。

【教学评估】1. 课堂讨论：学生能积极参与讨论，表达对美国的了解和看法。

2. 小组报告：学生能完成调查任务，呈现美国的自然资源和旅游特色。