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1、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 pasa member of the European Union3. Difficult points : a multiracial society; remarkable class, regional a

2、nd economic differences; a significant role of London4. Teaching Methods: Multi-media aid teaching; explanation; students d iscussion; 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 Ire

3、land. It is a complicated name for what is in many ways a complicated country. Most people know something about it because it husge 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 abou

4、t 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 imp

5、ortance 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

6、 through a loose (and voluntary) organization called the Commonwealth of Nations. But more important today in Britain s international relations is theEuropean 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 Europea

7、n 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

8、 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

9、 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 majorit

10、y 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

11、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 plea

12、sed if we were to call her an “ Englishgentleman ”! 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

13、. 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 peopl

14、e (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 o

15、f 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 te

16、nd to read different newspapers, watch different things in their free-time, and have different expectations for their children.andAnother 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

17、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 econo

18、mic 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

19、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 population; it is the seat of government; it is the cultural

20、 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 funct

21、ions 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 antoo! London is a huge weight in Britain ecsonomic and cultural life, and to some extent the rest of the country lives in its shadow.We

22、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 BRITAINEn

23、gland1. 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 throne 4. Teaching Methods: Multi-media aid teaching; explanation; students d

24、iscussion; 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

25、all fields: government, f inance, 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 foreign countries sometimes make the mista

26、ke 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 certainl

27、y 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

28、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 f

29、or 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.On

30、e of the best-known En glish legends derives from this time. In the f ifth 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 embellished by singers. poets, novelists a

31、nd 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 Ca

32、melot (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 thei

33、r 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 letely rejecting itWhatever Arthur's success, legend or not, it did not last, for the Anglo-Saxons did succeed in invading Britain, and eit

34、her 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&

35、quot;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 north

36、ern 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 rners and southerners in England, wh

37、ich -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 lso marked by having distinctly

38、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 . T

39、his marks the last time that an army from outside the British Isles succeeded in invading.Wi lliam 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

40、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 tion. It is this situation which produced another of England's heroic legends. This is the legend of R

41、obin 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

42、 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 ex

43、ternal conformity . But, like all stereotypes, this one has its weaknesses, as many English people, especially young people, like to display their unconvenionality externall y for example English punk rockers with their vividly dyed spiky hair . But it is certainly true that the lifeless fronts of m

44、any English houses conceal beautiful back gardens. Gardening is one of the most popular pastimes in Eng land, 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

45、more social sitting on the front porch watching passers-by.The next few hundred years following the 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 ado

46、pting a wider British identity, both to unite the kingdom internally, and to present a s ingle identity externally as Britain became an imperial power. At the same ti me power was gradually transferred from the monarch to the parliament Charles the First's attempt to overrule parliament in the 1

47、640 s led 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 Cromwell 15, the monarchy was restored.: Further conflict between parliament and the king led to the remov a

48、l of the Scottish house of Stuart from the throne, and Wi lliam and M ary were imported from Holland to take the throne, thus finally esta bl ishing parliament ds ominance over the throne.Scotland1. Teaching aims: have a general knowledge about Scotland2. Key points: physical features of Scotland; a

49、 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 d iscussion; traditional teaching;5. Teaching Hours: 4-66. Teaching procedure: 1 IntroductionScot

50、land 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.

51、Thus it is not a big leap for the Scottish to imagine themselves independent 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-qu

52、arters 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

53、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.

54、But the difficulty of maintaining their rule 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, like the Chinese, built a wall to mark the northern edge of their domain, and to help defend it. I

55、t is called "Hadrian's Wall"18after the Emperor of Rome at the time of its building, and al though 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

56、'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 coun

57、try 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 e

58、ach 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 un

59、ify, 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 Sh

60、akespeare'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 land is said to have changed hands thirteen times as a result of Ang lo-Scottish conflict. Despite the conflict, there were close ties between the two countries with extensive intermarriage betwee

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