英美概况教案 1.docx
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英美概况教案 1.docx
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英美概况教案1
INTRODUCTION;
THEUNITEDKINGDOM
1.TeachingAims:
letthestudentgetageneralknowledgeabouttheUK
2.Keypoints:
acomplicatedcountrywithacomplicatedname;theeffectsofit’simperialpast;amemberoftheEuropeanUnion
3.Difficultpoints:
amultiracialsociety;remarkableclass,regionalandeconomicdifferences;asignificantroleofLondon
4.TeachingMethods:
Multi-mediaaidteaching;explanation;students’discussion;traditionalteaching;
5.TeachingHours:
4-6
6.TeachingProcedure:
1Introduction:
ThefullnameofthecountryistheUnitedKingdomofGreatBritainandNorthernIreland.Itisacomplicatednameforwhatisinmanywaysacomplicatedcountry.Mostpeopleknowsomethingaboutitbecauseit’shugeoverseasempiregaveitanimportantinternationalrolewhichonlycametoanendintheyearsfollowingtheSecondWorldWar.However,thethingsthatpeopleknowabouttheUK(whichtheywillprobablycallsimplyBritainor,wrongly,England)mayhavelittletodowithhowmostrealBritishpeoplelivetheirlivestoday.
2.Detailedstudyofthetext:
Foronething,thedaysofempirearenowlongenoughagothatonlyoldpeoplerememberitasanythingofanyimportanceintheirlives.Britainisnolongeranimperialcountry,thoughtheeffectsofit’simperialpastmaybeoftenencounteredinallsortsofways;notleastinthecloserelationshipswhichexistwiththefiftyormorecountrieswhichusedtobeapartofthatempire,andwhichmaintainlinksthroughaloose(andvoluntary)organizationcalledtheCommonwealthofNations.ButmoreimportanttodayinBritain’sinternationalrelationsistheEuropeanUnion,ofwhichtheUKhasbeenamembersince1973,anditismoreusefulwhenconsideringmodernBritaintoemphasizeitsroleasaEuropeannation,ratherthanitsmembershipoftheCommonwealth.Itremainsarelativelywealthycounty,amemberoftheGroupofSevenlargedevelopedeconomies.
Oneotherobviouseffectofthatoldimperialroleliesinmake-upoftheBritishpopulationitself.ImmigrationfromsomeofthoseCommonwealthcountries,whichwasencouragedinthe1950sand1960s,hasproducedapopulationofwhich1in20areofnon-Europeanethnicity.Theythemselves,ortheirparentsorgrandparents,wereborninIndiaofPakistan,thecountriesofCaribbean,tonameonlythemostcommon.
ThisintroduceswhatisthekeythemeofthechaptersabouttheUnitedKingdom:
asisthecaseformost,orall,counties,itisnotpossibletosumuptheBritishpeoplewithafewsimplephrases.ManypeoplewhothinkofBritainthinkoftheEnglishgentleman.ButthisisjustastereotypewhichneverappliedtothemajorityoftheBritishpeople,andhaslittlevaliditytoday.TheUKisonenation,withasinglepassport,andasinglegovernmenthavingsovereigntyoveritall,butasthefullnameofthenationsuggests,itismadeupofdifferentelements.Itincludes4partswithintheonenation-state:
theislandofGreatBritainismadeupofEngland,ScotlandandWales,andNorthernIreland,aprovinceontheneighboringislandofIreland,completestheset.SowhendiscussingBritainandtheBritishsomeconsiderationhastobemadeofthesedifferences:
forexampleawomanfromScotlandwouldnotbepleasedifweweretocallheran“Englishgentleman”!
SheisScottishandfemale,andseesheridentityasdifferentfromthatofmenandseparatefromtheEnglish.
.Butthisdistinctionbetweenthe4constituentsisonlyone,andperhapsthesimplest,ofthedifferenceswhichdividetheUnitedKingdom.IthasbeenalreadypointedoutthattheUKisnowamultiracialsociety,andthesequiterecentgroupsofimmigrantshavebroughtaspectsoftheirownculturewiththemwhichsitsidebythesidewithmoretraditionallyBritishwaysoflife,forexample,manyareMuslims,whilemostBritainpeople(innameatleast)areChristians.AndclearlyinvolvedinmyexampleoftheScottishwomanisthefactthatmenandwomendonorhavethesameexperienceoflifeinBritain.AlsoBritainisdividedeconomically:
itisasocietywithaclassstructure.Itispossibletoexaggeratetheimportanceofthisclassstructure,becauseofcoursemostcountrieshavesomekindofclasssystem,butitistruetosaythattheclassstructureofUKsocietyisrelativelyobvious.Thecultureofafactoryworkermaybequitedifferentfromthatofastockbrokerwhosefatherwasastockbroker:
theywilltendtoreaddifferentnewspapers,watchdifferentthingsintheirfree-time,andhavedifferentexpectationsfortheirchildren.
AnotherdifferencewhichmarksBritishsocietyisthatofregion.Evenwithineachofthefourcountriestherearedifferentregions:
thedifferencebetweenthe“highland”and“lowland”Scotshasalonghistoricalsignificance,forexample:
northandsouthEnglandarealsoconsideredtobeculturallydistinct,thoughtheboundarybetweenthemisnotmarkedonanymap,andexistsonlyasaratherunclearmentalattitude.Nevertheless,thereissomebasistothedistinctionineconomictermsasthesouthisonaveragemorewealthythanthenorth.
PartofthereasonforthateconomicdifferencebetweennorthandsouthisfoundinanotherdistinctionwhichmarksBritishsociety,adistinctionwhichcanbeseeninmanysocietiesbutisperhapsparticularlyobviousintheUK,thatis,thedifferencebetweenthecapitalandtheprovince.Londonisinthesouthofthecountry,andisdominantintheUnitedKingdominallsortsofways.Itisbyfarthelargestcityinthecountry,withaboutoneseventhofthenation’spopulation;itistheseatofgovernment;itistheculturalcentre,hometoallthemajornewspapers,TVstations,andwithfarandawaythewidestselectionofgalleries,theatresandmuseums.Alsoitisthebusinesscentre,headquartersofthenation,andoneofthethreemajorinternationalfinancialcentersintheworld.AssuchitcombinesthefunctionsofBeijing,Shanghai,andGuangzhou,orNewYork,WashingtonandLosAngeles,inonecity.Andgivenitslong-standinghistoricalroleintheUK,perhapsXi’antoo!
LondonisahugeweightinBritain’seconomicandculturallife,andtosomeextenttherestofthecountrylivesinitsshadow.
Weshalllookatmanyofthesedifferences,alongwithotherissues,inlaterchapters,butinthefirsttwochaptersweshalldiscussjustthemostobvious:
thefournationsoftheUnitedKingdom.
7.Assignmentsafterclass:
Theexercisesonpage5&6.
8.TeachingReflection:
Chapter1
GREATBRITAIN
England
1.TeachingAims:
letthestudentbefamiliarwithEngland
2.Keypoints:
aculturalandeconomicdominanceofEngland;invasionfromtheRomanEmpire
3.Difficultpoints:
KingArthur;Parliament’sdominanceoverthethrone
4.TeachingMethods:
Multi-mediaaidteaching;explanation;students’discussion;traditionalteaching;
5.TeachingHours:
2
6.TeachingProcedure:
1Introduction:
Englandisahighlyurbanizedcountry,with80%ofitspopulationlivingincities,andonly2%ofthepopulationworkinginagriculture.Itslargestcityisthecapital,London,whichisdominantintheUKinallfields:
government,finance,andculture.Englandisphysicallythelargestofthefournations,andithasbyfarthelargestpopulation.Thisdominanceinsizeisreflectedinaculturalandeconomicdominancetoo,whichhastheresultthatpeopleinforeigncountriessometimesmakethemistakeoftalkingaboutEnglandwhentheymeantheUK.Significantly,peopleinEnglandsometimesmakethatmistaketoo,butpeopleintheotherthreenationswouldnot:
theymightcallthemselvesBritish(asmighttheEnglish),ortheymightcallthemselvesScottishorWelshorIrish,buttheycertainlywouldn'tcallthemselves(orliketobecalled)English.Sooddly,ofthefournations,theEnglishfeelmostBritish,andthereforehavetheweakestsenseofthemselvesasaseparate"English"culturewithinBritain.
2Detailedstudyofthispart
Britishhistoryhasbeenahistoryofinvasions.BeforethefirstcenturyADBritainwasmadeupofmanytribalkingdomsofCelticpeople:
apowerfulcultureoriginatingincentralEurope.Thenin43ADBritainwasinvadedbytheRomanempire'.andEnglandandWales(thoughnotScotlandorIreland)becameapanoftheRomanempirefornearly400years.AstheRomanempirecameunderthreatfromtheeast,theRomanarmiesandRomanprotectionwerewithdrawnfromBritain,andBritainwasagaindividedintosmallkingdoms,andagainitcameunderthreatfromoutside,thistimefromGermanicpeoples:
theAngles,andtheSaxons.
Oneofthebest-knownEnglishlegendsderivesfromthistime.InthefifthcenturyADitissaidthatagreatleaderappeared,unitedtheBritish,andwithhismagicalsword,Excalibur,drovetheSaxonsback.ThisisthestoryofKingArthur,andhasbeenembellishedbysingers.poets,novelistsandevenfilmmakerseversince.
AlthoughKingArthur'srealexistenceisindoubt,youcanvisitplacesassociatedwithhislegend,suchasthecliff-edgecastleatTintagelinCornwall.AccordingtolegendArthurgatheredacompanyofknightstohim,whosattogetheratArthur'scastleatCamelot(possiblytherealhilltopfortatCadburyHillinSomerset).ConflictbetweenhisknightsledtoArthurcreatingthefamous"roundtable''atwhichallwouldhaveequalprecedence3.PerhapsthiscouldbeseenasanindicatorofthewayinwhichtheEnglishhavewishedtoseetheirmonarchassomethingotherthanaremotedictator,andhaveinfactmanagedtograduallybindthemonarchyintoamoredemocraticsystem,ratherthancompletelyrejectingit
WhateverArthur'ssuccess,legendornot,itdidnotlast,fortheAnglo-SaxonsdidsucceedininvadingBritain,andeitherabsorbedtheCelticpeople,orpushedthe
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