《英美概况》教案1

《英美概况》教案The Greek and Roman MythologyTeaching Objectives:The students should get to know the stories in the Greek and Roman mythologyTeaching Methods:Presentation, Question-answeringDifficult/Focal Points:The Main Gods and Goddess in the mythologyThe heroes and their storiesTeaching Procedure:Part I Greece& RomeGreece is a country in southeastern Europe. Situated on the southern end of the Balkan Peninsula, Greece has land borders with Albania阿尔巴尼亚, the Republic of Macedonia 马其顿and Bulgaria保加利亚to the north, and Turkey to the east. The Aegean Sea爱琴海lies to the east of mainland Greece, the Ionian Sea 爱奥尼亚海to the west, and the Mediterranean Sea 地中海to the south.Modern Greece traces its roots to the civilisation of ancient Greece, generally considered the cradle of western civilization. As such, it is the birthplace of democracy,[7] Western philosophy,[8] the Olympic Games, Western literature and historiography, political science, major scientific and mathematical principles, and Western drama,[9] including both tragedy and comedy.Ancient Greece is the civilization belonging to the period of Greek history lasting from the Archaic period of the 8th to 6th centuries BC to 146 BC and the Roman conquest of Greece after the Battle of Corinth. At the center of this time period is Classical Greece, which flourished during the 5th to 4th centuries BC, at first under Athenian leadership successfully repelling the military threat of Persian invasion. The Athenian Golden Age ends with the defeat of Athens at the hands of Sparta in the Peloponnesian War in 404 BC.Classical Greek culture had a powerful influence on the Roman Empire, which carried a version of it to many parts of the Mediterranean region and Europe, for which reason Classical Greece is generally considered to be the seminal culture which provided the foundation of Western civilizationPart II Survey of the mythic historyThe mythological "history of the world" may be divided into three or four broader periods:A.The myths of origin or age of gods ("births of gods"): myths about the origins of the world, thegods, and the human race.B.The age when gods and mortals mingled freely: stories of the early interactions between gods,demigods, and mortals.C.The age of heroes (heroic age), where divine activity was more limited. The last and greatest of theheroic legends is the story of the Trojan War and after.A. The myths of origin or age of gods ("births of gods"): myths about the origins of the world, the gods, and the human race."Myths of origin" or "creation myths" represent an attempt to render the universe comprehensible in human terms and explain the origin of the world.( First Dynasty ) He begins with Chaos, a yawning nothingness. Out of the void emerged Gaia Gaea(the Earth). (Second Dynasty) Without male assistance, Gaia gave birth to Oranos Uranus (the Sky) who then fertilized her. From that union were born first the Titans—six males: Coeusk, Crius, Cronus, Hyperion, iapetus, and Oceanus; and six females: Mnemosyne, Phoebe, Rhea, Theia, Themis,and Tethys. After Cronus was born, Gaia and Oranos decreed no more Titans were to be born.. Cronus castrated his father and became the ruler of the gods with his sister-wife Rhea as his consort, and the other Titans became his court.(Third Dynasty) A motif of father-against-son conflict was repeated when Kronos was confronted by his son, Zeus. Because Kronos had betrayed his father, he feared that his offspring would do the same, and so each time Rhea gave birth, he snatched up the child and ate it. Rhea hated this and tricked him by hiding Zeus and wrapping a stone in a baby's blanket, which Kronus ate. When Zeus was grown, he fed his father a drugged drink which caused Kronos to vomit, throwing up Rhea's other children and the stone, which had been sitting in Kronos' stomach all along. Zeus then challenged Kronos to war for the kingship of the gods. At last, with the help of the Cyclopes (whom Zeus freed from Tartarus), Zeus and his siblings were victorious, while Kronos and the Titans were hurled down to imprisonment in Tartarus.Zeus was plagued by the same concern and, after a prophecy that the offspring of his first wife, Metis, would give birth to a god "greater than he"—Zeus swallowed her. She was already pregnant with Athena, however, and they made him miserable until Athena burst forth from his head—fully-grown and dressed for war.The Olympian GodsGreek Name Roman Name Image God or Goddess of... GenerationZeus JupiterKing of the gods and ruler of MountOlympus; god of the sky and thunder.Youngest child of the Titans Cronusand Rhea. Symbols include thethunderbolt, eagle, oak tree, scepterand scales. Brother and husband ofHera, although he had many lovers.FirstHera JunoQueen of the gods and the goddess ofmarriage and motherhood. Symbolsinclude the peacock, pomegranate,crown, cuckoo, lion and cow.Youngest daughter of Cronus andRhea. Wife and sister of Zeus. Beingthe goddess of marriage, shefrequently tried to get revenge onZeus' lovers and their children.FirstPoseidon NeptuneLord of the seas, earthquakes andhorses. Symbols include the horse,bull, dolphin and trident. Middle sonof Cronus and Rhea. Brother of Zeusand Hades. Married to the NereidAmphitrite, although, like his brotherZeus, he had many lovers.FirstHestia VestaGoddess of the hearth and of the rightordering of domesticity and thefamily; she was born into the firstOlympian generation and was one ofthe original twelve Olympians, butstories suggest that when Dionysushad arrived at Mount Olympus shegave him her spot in the twelve toprevent discordFirstApolloApolloGod of light, music, poetry, prophecyand archery. Symbols include the sun,lyre, bow and arrow, raven, dolphin,wolf, swan and mouse. Twin brotherof Artemis. Youngest child of Zeusand Leto.SecondArtemis DianaVirgin goddess of the hunt, virginity,archery and all animals. Symbolsinclude the moon, deer, hound,she-bear, snake, cypress tree and bowand arrow. Twin sister of Apollo.Eldest child of Zeus and Leto.SecondHermes MercuryMessenger of the Gods; god ofcommerce and thieves. Symbolsinclude the caduceus (staff entwinedwith two snakes), winged sandals andcap, stork and tortoise (whose shellhe used to invent the lyre). Son ofZeus and the nymph Maia. Thesecond-youngest Olympian, olderonly than Dionysus. He marriedDryope, the daughter of Dryops, andtheir son Pan became the god ofnature, lord of the satyrs, inventor ofthe panpipes and comrade ofDionysus.SecondAthena MinervaVirgin goddess of wisdom,handicrafts, defence and strategicwarfare. Symbols include the aegis,owl, olive tree, snake and spider.Daughter of Zeus and the OceanidMetis, she rose from her father's headfully grown and in full battle armorafter he swallowed her mother.SecondAres MarsGod of war, violence and bloodshed.Symbols include the boar, serpent,dog, vulture, spear and shield. Son ofZeus and Hera, all the other gods(excluding Aphrodite) despised him.His Latin name, Mars, gave us theword 'Martial'.SecondAphrodite VenusGoddess of love, beauty, and desire .Symbols include the dove, apple, bee,swan, myrtle, rose and seashell.Daughter of Zeus and the OceanidDione, or perhaps born from the seafoam after Uranus' blood drippedonto the earth and into the sea afterbeing defeated by his youngest sonCronus. Married to Hephaestus,although she cheated on himfrequently, most notably with hisbrother Ares. Her name gave us theword 'Aphrodisiac'.eitherSecondor from theTitangenerationHephaestus VulcanMaster blacksmith and craftsman ofthe gods; god of fire and the forge.Symbols include the fire, anvil, ax,donkey, hammer, tongs and quail.Son of Hera, either by Zeus or alone.After he was born, his parents threwhim off Mount Olympus, and helanded on the island of Lemnos.Married to Aphrodite. Unlike mostmythical husbands, it is never statedthat he cheated on her. His Latinname, Vulcan, gave us the word'Volcano'.SecondDemeter CeresGoddess of fertility, agriculture,nature, and the seasons. Symbolsinclude the poppy, wheat, torch, pigand serpent. Middle daughter ofCronus and Rhea. Her Latin name,Ceres, gave us the word 'cereal'. Oneof her surnames is Sitos as the giverof food, ('corn').First|-B. Age of gods and mortalsBridging the age when gods lived alone and the age when divine interference in human affairs was limited was a transitional age in which gods and mortals moved together. These were the early days of the world when the groups mingled more freely than they did later. Most of these tales were later told by Ovid's Metamorphoses变形记they are often divided into two thematic groups: tales of love, and tales of punishment.Tales of love often involve incest, or the seduction or rape of a mortal woman by a male god, resulting in heroic offspring. The stories generally suggest that relationships between gods and mortals are something to avoid; even consenting relationships rarely have happy endings.The second type (tales of punishment) involves the appropriation or invention of some important cultural artifact, as when Prometheus steals fire from the gods, when Tantalus steals nectar from Zeus' table and gives it to his own subjects—revealing to them the secrets of the gods, when Prometheus invents sacrifice, when Demeter teaches agriculture and the Mysteries to Triptolemus.Zeus’ consorts and children 配偶及子女By divine mothers Mortal/nymph/other motherC. Heroic ageThe age in which the heroes lived is known as the heroic age.[45] The epic and genealogical poetry created cycles of stories clustered around particular heroes or events and established the family relationships between the heroes of different stories; they thus arranged the stories in sequence.The Trojan WarThe Trojan War cycle, a collection of epic poems, starts with the events leading up to the war: Eris and the golden apple of Kallisti, the Judgement of Paris, the abduction of Helen, the sacrifice of Iphigenia at Aulis. To recover Helen, the Greeks launched a great expedition under the overall command of Menelaus' brother, Agamemnon, king of Argos or Mycenae, but the Trojans refused to return Helen. The Iliad, which is set in the tenth year of the war, tells of the quarrel between Agamemnon and Achilles, who was the finest Greek warrior, and the consequent deaths in battle of Achilles' cousin Patroclus and Priam's eldest son, Hector. After Hector's death the Trojans were joined by two exotic allies, Penthesilea, queen of the Amazons, and Memnon, king of the Ethiopians and son of the dawn-goddess Eos.[63] Achilles killed both of these, but Paris then managed to kill Achilles with an arrow in the heel. Achilles'heel was the only part of his body which was not invulnerable to damage by human weaponry. Before they could take Troy, the Greeks had to steal from the citadel the wooden image of Pallas Athena (the Palladium). Finally, with Athena's help, they built the Trojan Horse. Despite the warnings of Priam's daughter Cassandra, the Trojans were persuaded by Sinon, a Greek who feigned desertion, to take the horse inside the walls of Troy as an offering to Athena; the priest Laocoon, who tried to have the horse destroyed, was killed by sea-serpents. At night the Greek fleet returned, and the Greeks from the horse opened the gates of Troy. In the total sack that followed, Priam and his remaining sons were slaughtered; the Trojan women passed into slavery in various cities of Greece. The adventurous homeward voyages of the Greek leaders (including the wanderings of Odysseus and Aeneas (the Aeneid), and the murder of Agamemnon) were told in two epics, the Returns (the lost Nostoi) and Homer's Odyssey.[64] The Trojan cycle also includes the adventures of the children of the Trojan generation (e.g. Orestes and Telemachus).Part III Influence to western art and literatureThe widespread adoption of Christianity did not curb the popularity of the myths. With the rediscovery of classical antiquity in the Renaissance, the poetry of Ovid became a major influence on the imagination of poets, dramatists, musicians and artists.[104] From the early years of Renaissance, artists such as Leonardo da Vinci, Michelangelo, and Raphael, portrayed the Pagan subjects of Greek mythology alongside more conventional Christian themes.[104] Through the medium of Latin and the works of Ovid, Greek myth influenced medieval and Renaissance poets such as Petrarch, Boccaccio and Dante in Italy.[2]In Northern Europe, Greek mythology never took the same hold of the visual arts, but its effect was very obvious on literature. The English imagination was fired by Greek mythology starting with Chaucer and John Milton and continuing through Shakespeare to Robert Bridges in the 20th century. Racine in France and Goethe in Germany revived Greek drama, reworking the ancient myths.[104] Although during the Enlightenment of the 18th century reaction against Greek myth spread throughout Europe, the myths continued to provide an important source of raw material for dramatists, including those who wrote the libretti for many of Handel's and Mozart's operas.[105] By the end of the 18th century, Romanticism initiated a surge of enthusiasm for all things Greek, including Greek mythology. In Britain, new translations of Greek tragedies and Homer inspired contemporary poets (such as Alfred Lord Tennyson, Keats, Byron and Shelley) and painters (such as Lord Leighton and LawrenceAlma-Tadema).[106] Christoph Gluck, Richard Strauss, Jacques Offenbach and many others set Greek mythological themes to music.[2] American authors of the 19th century, such as Thomas Bulfinch and Nathaniel Hawthorne, held that the study of the classical myths was essential to the understanding of English and American literature.[107] In more recent times, classical themes have been reinterpreted by dramatists Jean Anouilh, Jean Cocteau, and Jean Giraudoux in France, Eugene O'Neill in America, and T. S. Eliot in Britain and by novelists such as James Joyce and André Gide.[。

新编英美概况-许鲁之Chapter 1 Geographical Features and Natural Resources1.Choose the correct answer1-8 CDBACBBB2.fill in the blanks1.Canada\Mexico\the Cuff of Mexico\Atlantic Ocean\the Pacific Ocean2.The Atlantic seacoast west to the Appalachains\The Mississippi River Basin\The Rockies west to the Pacific3.most densely\flat\fertile4.productive\fruits\vegetables5.Louisiana\Texas\Texas\Oklahoma\California\insufficient\40%6.little\fresh\12%\richest\productiveChapter 2 American Population1.Choose the correct answer1-8 CBDACDCB2.fill in the blanks1.third\2502.1875\permanent residence\morality\race\nationalorigin\nationalorigin\skilled\relatives\270,000\700,000\675,0003.indentured servants\slaves\18634.South\poverty line5.industrious\intelligent\modle minority\twice3.Question for discussion1.Why is the US known as a "melting pot"?Answer:The United States is known as a "melting pot",meaning that it is composed of immigrants from different nations all over the world. 3.Why do many Americans now migrate from cities to suburbs?Answer:The widespread use of automobiles and the construction of express highways made it possible for people to live farther away from their jobs.The telephone reduces the need for them to work or live in close proximity to one another.Besides these economic and techonological changes, important social factors wereinvolved.Subruban areas offered more living space than cities,lower crime rates,less pollution,and superior schools.It is generally believed that they are a better place for rising children.Indian ReservationAnswer:Ever since the discocery of the New World in 1492, the Indians have been cruelly treated. They were driven to barren desert regions, the so-called "Indian Reservations".The reservations usually lack adequate health care facilities, educational opportunities,decent housing,and jobs.HispanicsAnswer:They are the Spanish-speaking immigrants from Latin American countries. The majority traces their roots to Mexico, Pueto Rico,or Cuba.Chapter3 Discovery and Colonization of the New World1.Choose the correct answer1-8 DABBBCDC2.fill in the blanks1.Portuguese\the Cape of Good Hope\Spain\Atlantic\the Cartbbean\West Indians2.Amerigo Vespueci\America3.the Virginia Coast\pilgrims\Mayflower Compact4.appoined by the English King\under proprietors who themselves chose the governors\select governors under self-governing charters5.fishing\shipbuilding\breadbasket\wheat\potatoes\plantation\ tobacco\cotton3.Question for discussion4.What was the social structure of the 13 colonies?Answer:Society in the 13 colonies was like a pytamid.The top was made up of merchants and landlords.The base was made up of refugees from Europe, black slaves from Africa,and native Indians.5.Why did not the American Indians become slaves during thecolonies days?Answer:They could not put up with slaves. If an Indian was enslaved, his fellow tribe menbers would fight to free him.So the colonialists soon gave up the attempt to use themas slave labor.Instead they seized the land of the Indiansand drove them away or killed them.Mayflower CompactAnswer:It is signed by the pilgrims, establishing a form oflocal government in which the colonists agree to stick together,to abide by majority rule,to have the right to choose their leader and cooperate for the general good for the colony. The Compact sets the precedent for other colonies as they set up governments.This was the beginningof the US democracy.Thanks-giving dayAnswer:In 1620,the puritans in the Mayflower came the Rocky coast of what is now Massachusetts.They suffered the first cold ter with the help and advice of the native Indians,the Pilgrim Fathers planted corn and other crops.They reaped a good harvest the following year, and in October,1621,to celebrate this good harvest, the Pilgrims held a feast which featured wild turkey.They called this their Thanks-giving Day.It falls on the 4th Thursday of November.。

新编英美概况教程第二版教学设计前言本文档是针对新编英美概况教程第二版的课程教学设计。

本文将从教学目的、教学内容、教学资源、教学方法等方面进行详细介绍，以此作为教师参考，为学生提供高质量的教育资源。

教学目的本课程旨在让学生掌握英美概况，包括历史、地理、政治、经济、文化等方面，并培养学生的跨文化交流能力，增强对英美社会和文化的认知、理解和应用能力。

同时，也希望通过本门课程的学习，学生能够对英美概况有一个整体、系统的了解。

教学内容本课程的教学内容主要包括以下几个方面：1. 英美的历史本章节将介绍英美的历史，包括古代英国和美国的殖民化时期、独立战争、内战、二战等历史事件及其影响。

2. 英美的地理本章节将介绍英美的地理和自然环境，涉及英美的地形、气候、生物群落等。

3. 英美的政治本章节将介绍英美的政治制度和政治文化，包括英美的政府组织、政治体系、选举制度、党派政治等。

4. 英美的经济本章节将介绍英美的经济制度和经济发展情况，包括英美的市场经济、金融体系、环境政策等。

5. 英美的文化本章节将介绍英美的文化，包括英美的文学、艺术、音乐、电影、体育等。

教学资源为了帮助学生更好地学习英美概况，我们将提供以下教学资源：1. 教材和参考书本课程的教材是《新编英美概况》第二版，并提供相关参考书籍。

2. 网络资源我们将为学生提供相关的网络资源，包括案例分析、视频资料、学术论文等。

3. 课堂活动我们将在课堂上设置多种形式的教学活动，如课堂讲演、讨论、案例分析、演示等。

教学方法本门课程将采用多种教学方法，如讲解、讨论、案例分析、课外阅读等，以促进学生全面、深入地了解英美概况。

同时，我们还将借助现代技术手段，如网络课堂、微课堂、在线交流等，以方便学生及时获取教学资源和互动交流。

总结通过本门课程的学习，学生可以更好地了解英美的历史、地理、政治、经济和文化，培养跨文化交流能力，增强对英美社会和文化的认知、理解和应用能力。

希望通过本门课程的学习，能够为学生未来的人生和职业发展提供更多的帮助和支持。

本教案的主题是关于英美国家概况的探究。

本课旨在让学生了解英美两国的历史、文化、社会、经济等方面的状况，并对英美两国之间的相同和不同之处进行比较和分析，从而拓宽学生的视野，培养学生的跨文化意识和全球化思维。

一、教学目标：1. 掌握英美两国的历史、文化、社会、经济等方面的主要特点；2. 能够理解英美两国的文化差异、交流方式、社会风俗等方面的异同之处；3. 能够运用英美两国的历史、文化、社会、经济等方面的知识，分析、理解和解决跨文化交际中的实际问题；4. 提高学生的跨文化意识和全球化思维，培养学生的国际竞争力。

二、教学内容：1. 英美两国的历史、文化、社会、经济等方面的主要特点；2. 英美两国之间的相同和不同之处；3. 英美两国的文化差异、交流方式、社会风俗等方面的异同之处；4. 分析和解决跨文化交际中的实际问题。

三、教学方法：1. 示范授课法：通过讲解、演示和模拟等方式，向学生介绍英美两国的历史、文化、社会、经济等方面的主要特点。

2. 合作学习法：通过小组合作、角色扮演、交流讨论等方式，引导学生分析和理解英美两国之间的相同和不同之处，以及跨文化交际中的实际问题。

3. 独立探究法：通过阅读、调查、写作等方式，让学生深入探究英美两国的文化差异、交流方式、社会风俗等方面的异同之处。

四、教学重点：1. 英美两国的历史、文化、社会、经济等方面的主要特点；2. 英美两国之间的相同和不同之处；3. 跨文化交际中的实际问题。

五、教学难点：1. 英美两国的文化差异、交流方式、社会风俗等方面的异同之处；2. 如何运用英美两国的历史、文化、社会、经济等方面的知识，分析、理解和解决跨文化交际中的实际问题。

六、教学过程：1. 导入：引导学生回忆一下自己曾经与外国人进行交流的经历，有没有因为文化差异而遇到困难或尴尬的情况。

让学生讲述自己的经历，并分析其中的问题所在。

2. 输入：通过多媒体讲解和组织小组讨论等方式，向学生介绍英美两国的历史、文化、社会、经济等方面的主要特点，并让学生就英美两国之间的相同和不同之处展开讨论。

《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。

《英美概况》教学大纲《英美概况》教学大纲课程编号：12307058课程名称：英美概况学时分配：36学时，2-19学分：2分考核方式：考查，闭卷课程类别：专业限选课面向对象：外事二年级学生一、课程的任务和目的：《英美概况》是介绍英语国家社会与文化入门的一门课程。

开设本课的目的在于使学生通过学习，了解英美国家的历史、地理、社会、经济、政治、教育等方面的情况及其文化传统，内容庞杂、信息量大。

培养学生正确分析有关英美等国问题的能力，并能以正确的眼光看待世界上所发生的问题，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，培养学生跨文化交际能力。

把学生培养成为高素质的人才，同时又能爱祖国、热爱社会主义，致力为祖国的繁荣、发达而努力的人才，培养学生树立正确世界观。

同时，通过课文的学习和各种练习的实践，达到提高英语水平的目的。

通过比较学习不同文化中具有特殊文化涵义的词语与表达式，可以促使学生掌握一些特殊词语的深层次意义，是对词汇的学习以及翻译水平的提高的有益补充；通过开展中外文化的比较，让学生切身感受到成功的交际仅有语言是远远不够的，文化方面的因素有时所起的作用远远大于语言本身，必将为英语学习者成功地参与国际商务活动，更有效地进行国际合作与交流打下坚实的文化基础。

二、课程的基本要求：要求熟悉英语国家的地理、历史、发展现状、文化传统、风俗习惯，具有较强的跨文化交际意识。

三、课程的主要内容：主要包括英美两国的地理、历史、政体制度、教育、新闻媒体、风俗习惯等内容，目的在于开阔学生的视野，扩大他们的知识面，并注意借鉴最新研究成果，合理吸收最新知识，进一步增强其实用性。

四、课程教学内容与要求第一章：美国简况（国家的组成、国土等）（2学时）教学要求：通过教学使学生掌握美国地理简况：国家的基本组成，国土等。

以及美国国家形成的基本历史发展过程。

教学重点：美国国家形成过程中产生的几个重要的历史事件。

教学难点：分析并了解American Revolution产生的原因。

《英美概况》课程教学探微《英美概况》课程是一门介绍英国和美国历史、政治、文化等方面的综合性课程。

它旨在让学生了解英美两国的发展历程、社会制度、文化传承等，增强学生对英美文化的认知，同时也有助于提高学生的英语水平。

在教学过程中，教师可采用多种方式，如讲授、讨论、研究、演讲等，以培养学生的团队协作能力和批判思维能力。

下面就《英美概况》课程教学的几个方面进行探微。

一、教学目标《英美概况》课程的教学目标主要有以下几个方面：1.了解英美两国的历史和文化，包括政治、经济、社会和文化等多个方面。

2.了解英美两国社会制度的运作和发展，如宪政、议会制度、司法制度、经济体制等。

3.培养学生对英美文化的认知，以便思考不同文化价值观之间的差异，有助于增强跨文化交流的能力。

4.提高学生的英语能力，在了解英美两国的文化背景下，提高学生的听、说、读、写能力。

通过达成这些教学目标，学生将能够更全面地了解英美两国的历史、文化和社会制度，增加对文化多样性的认知，同时也有助于提高学生的综合素质。

二、教学内容《英美概况》课程的教学内容主要包括以下方面：1.英美历史：从古时期到现代，对英美历史的主要事件和发展进行叙述和讲解，以便学生对两国的文化和制度有更全面的认识。

2.英美政治、经济体制：介绍英美两国的宪政体制、议会制度、司法制度、选举制度、经济体制等，以使学生了解到两国政治、经济运作的基本模式。

3.英美文化传承：介绍英美文学、艺术、音乐、电影等文化艺术形式的发展历程和代表性作品，以使学生了解和欣赏英美文化；4.英美社会制度：介绍英美两国教育、医疗、社会福利、宗教等社会制度的运作和发展，以便学生能够更好地了解英美社会的运作和发展情况。

三、教学方法1.互动式教学法：课堂上进行案例分析、小组讨论、角色扮演等活动，以激发学生的学习兴趣和参与度。

2.多媒体辅助教学法：通过图像、音频、视频等多媒体形式呈现课程内容，以便学生更生动地感受英美文化。

3.文化体验教学法：组织学生去参观英美文化活动、博物馆等，使学生深入了解英美文化，增加学生对英美文化的亲身体验。

新编英美概况课程设计课程背景随着全球化的发展，学生们需要更好地了解世界各国的历史、文化和社会制度，以更好地适应未来的挑战。

英美作为世界上最具代表性的两个发达国家，其政治、经济、文化等方面的特点也影响到了全球的发展。

因此，新编英美概况课程旨在帮助学生们更好地了解英美的发展历程和特点，以及其对全球化进程的影响。

课程设计课程目标本课程旨在帮助学生：1.了解英美的历史和文化2.掌握英美政治体制的特点和演变过程3.分析英美经济的发展情况和特点4.了解英美的社会制度和文化5.探究英美对全球发展的影响及其现状课程安排第一讲：英美的历史和文化本讲将介绍英美的历史和文化，包括其发展过程、重要事件和人物，以及对全球文化的贡献。

第二讲：英美政治体制的特点和演变过程本讲将介绍英美政治体制的演变历程和特点，包括宪政、议会制度、选举制度等，以及与其他国家政治体制的比较分析。

第三讲：英美经济的发展情况和特点本讲将介绍英美经济的发展历程、特点和优劣，包括工业革命、金融业、国际贸易等，以及与其他国家经济的比较分析。

第四讲：英美的社会制度和文化本讲将介绍英美社会制度和文化，包括教育、医疗、福利、宗教等方面，以及与其他国家的比较分析。

第五讲：英美对全球发展的影响及其现状本讲将介绍英美对全球发展的影响，包括科技、文化、经济、政治等方面，以及对全球化进程的影响和现状的分析。

课程评估1.课堂考试：考核学生对于课程知识的掌握情况。

2.课堂讨论：鼓励学生进行课堂互动和合作，并对学生的表现进行评估。

3.课程论文：要求学生对课程内容进行深入研究和分析，完成一篇课程论文。

4.课堂作业：布置课堂作业，帮助学生巩固所学知识，加深对课程的理解。

参考资料1.美国史话（第四版，潘金菊）2.英国通史（第六版，韩爱晶）3.进入全球世界：新世界经济发展史（戈登·布朗, 丹尼斯·博夫金,亨利·罗斯伯）4.全球化与文化研究（第二版，李亚力）以上就是新编英美概况课程的设计和安排。