2010-2011學(xué)年英語國(guó)家概況教案

Chapter1IntroductionofUKTeachingAimsandRequirements:TomakeashortintroductiontoUK;TofullyunderstandthedetailsofthefourpartsofUK;ToknowsomethingmoreabouttheimportantAgesofEngland,ScotlandandWales.TeachingImportance:EnglandandScotlandTeachingPeriods:4*50TeachingProcedure:Introducealltheimportantpointsinthischapter.Explainthemasdetailedaspossible.RationalismItreferstothebeliefthatreasonistheprimarysourceofknowledge,andHumanbeingscouldunderstandNaturethroughreasoningbecauseNaturefollowedrationallaws.MajorGreekphilosophersThales(624-550BC)HeclaimedthatNatureisrational;therefore,humanbeingscouldusetheirreasoningabilitiestounderstandNature.Hereasonedthatwateristhebasisofeverything.Anaximander(611-547BC)Hedisagreedthatwateroranysinglesubstancecouldexplaineverything,butviewedtheworldintermsofopposites.Heincorporatedmathematicalideastodescribetheworld.Pythagoras(570-500BC)Pythagoreantheory(勾股定理);explainingtheentirenaturalworldwithnumbers.Heraclitus(535-475BC)Heintroducedtheconceptofchangeastheonlyunchangingrealityintheuniverse.Hecomparedlifetoaflowingriver:apersoncannotstepintothesamerivertwice.Oppositesareinherentlyconnected.?Unityinoppositioncreatedforperpetualchange.Parmenides(515-440BC)Changewasanillusion.Humanreasoningcoulddiscoverthehiddenuniversaltruth(s)disguisedbythefacadeofchange.Democritus(460-390BC)Everythingintheuniverseobeysthelawsofnecessity;theyaretheresultofmechanicallaws.atomictheory,explainingthatnothingactuallychanges.Socrates,Aristotle,PlatoSocrates(470-399BC)HedisagreedwiththeSophists,andarguedthatsomenormsareuniversallyvalidandabsolute.twotypesofknowledge:innateoraprioriknowledgeandempiricaloraposterioriknowledge.question-and-answertechnique,calledtheSocraticmethod.Plato(428-347BC)Therewerealimitednumberofforms(ideas),transcendingthesensoryworld.True,absoluteandeternalknowledgemustbeapriori,orinnatewithinhumanbeings.Idealism:MindoverMatter—Humansensesprovideinexactconceptsofthings;onlyhumanreasoncangiveustrueknowledgeabouttheworld.theRepublic—Everypersoncouldreachthehighestlevelofwisdomandvirtuepossibleinhissociety.Aristotle(385-323BC)ToPlato,thehighestrealitywasgainedthroughreason;toAristotle,thehighestrealitywasgainedthroughthephysicalsenses.mottowas?MindoverMatter?,butmottowas?MatteroverMind?.Reasondependedonthesenses.Fourcausesforwhyeventsoccurinthenaturalworld:material,efficient,formalandfinal.Hefoundedthescienceoflogic:syllogism.Geocentrictheory:theearthwasthecenteroftheuniverse;womenwere?incomplete?men.TheMiddleAges/theMedievalPeriodItisathousand-year-feudalerawhichoccurredbetweenAntiquityandtheModernAge,whentheChristiandominatedWesternEurope.ChristianityChristiansacceptedsomeearlierideas.religiousinterpretation/thestudyoftheologyTheRenaissanceItreferstotherebirthofknowledgeinEurope,particularlytherediscoveryoftheGreco-Romantexts,basedonanewhumanismwhichfocusedonManandcharacterizedbychangesinallareasofhumanendeavor.ReneDescartes(1596-1650)thefatherofmodernRationalismandthefatherofmodernWesternphilosophymathematicallogicdualism?WhatamI??—Iamathinking,consciousbeingforaslongasIamthinking.2)JohnLocke(1632-1704)themodernfatherofEmpiricismReflectionNurtureVsNature//conceptoftheblankmindcorrespondingtheorysomepoliticalviews3)DavidHume(1711-1776)impressions&ideasconceptofopenmindednessthelawofCausationGeorgeBerkeley(1685-1753)LockeandHumesaidthatideascomefromthemindsreflectiononthephysicalworld;BerkeleyarguedthatideascomefromthemindofasupernaturalAll-perceiver.Thefoundationofallscientificknowledgeissenseexperience.ModernPhilosophyImmanuelKant(1724-1804)CombiningelementsofbothRationalismandEmpiricismintoonenewcomprehensivesystemtoexplainhowhumansknowtheworld.2)GeorgHegel(1770-1831)paradoxicalnatureofchangeconceptofdialectalchangeModernphilosophicaltrendsExistentialism(meaning&morality)Positivism(RadicalEmpiricism)Nature&Science;Russell&WittgensteinPragmatismConsideranddiscussthequestionsofEX4andEX5.Chapter2GeographyofUKTeachingAimsandRequirements:TomakeafullknowledgeofUKsphysicalgeography,generalcharacteristicsandpoliticaldivisionsTeachingImportance:Location;geographicalcharacteristics;politicalregionsTeachingPeriods:3*50TeachingContents:Locationa.SituatedintheNorthwesternEurope;b.lyingtothenorthofFrance,tothewestoftheNetherlandsandDenmark,andtotheeastoftheRepublicofIrelandTheEnglishChannel&theNorthSeakeepsBritainfromEurope;theIrishandCelticseasseparateBritainfromIreland.Smallerislands:Western:Hebrides;Northern:Orkneys,Shetlands;Southern:Angelsey,Scilly,Wright,Man,ChannelGeneralcharacteristics:Landarea:about242,534sqkm;1000kmlong;500-150kmwide;Higherinthenorthwest;lowerinthesoutheastClimate:Remarkablymildmaritimeclimate;favorableItismoderatedbytheNorthAtlanticDriftCurrent.It ismuchmilderthanthatofmanyplacesinthesamelatitude,LabradorinCanada,AlaskainAmericaandHeilongjiangChina.Richamountofrainfall:760-1000mmperyearDrearyweather;foggyMountains:NothighBenNevis:highestinUK(Scotland;1343m);Gwynedd:highestinWales(1085m);Scafell:highestinEngland(978m);SilieveDonard:highestinN.Ireland(852m)Rivers:Mostarerapid.TheSevernRiveristhelongest,risinginthemountainsofWales,tumblinganddashing,fastflowingintoEngland,andfinallyreachingtheIrishSeaattheBristolChannel.TheThamesRiveristhemostimportant,droppingandflowingslowly,andpassingthroughhistorictowns:Oxford&WindsorTransportation:a.Shipping:goodharborsandwaterwaysduetotheheavilyindentedcoastlinesandmanyshortrivers;Maindeep-waterports:London,Liverpool,Glasgow,Southampton,CardiffandBelfastCanals:NowforpleasureboatingRailways:about1,7000km;Chunnel(1994)Roads:well-drained;well-engineeredAirports:54airports(1995);Heathrow:thebusiestinternationalairportWaterkeygeographicalfeature;lessthan3%ofthelandareaofPRCbutmorethan60%ofcoastlineofPRC;theAtlanticDriftCurrentPoliticalRegionsEngland:130,836sqkmThePennines:ThebackboneofcentralnorthernEnglandExtendingfromtheScottishbordertoBirminghamDividedintothreesections:Northern:moorland&NorthernYorkshireDales;Central:karstplateaus;Southern:TourismLakeDistrict:LocatedinCumbriaandnorthernLancashireSeveralgeologicaltypes:South:moorland;North:weatheredslateandmudstonehills;Central:LakelandDomeValeofEden:Productiveagriculturalsection;MajortransportationcorridorLowlands:Agriculture&IndustryRich,redmarlMajorindustrialsites:threesectionstheLancashireorCheshirePlainwestofthePennines;theMidlandssouthofthePennines,theIndustrialHeartofEnglandortheBlackCountry;theValeofYorkeastofthePenninesSouthernUplands:MassesofgraniteMinerals:clayforStaffordshirepottery;quarrygraniteforconstructionClimate:oneofthewarmest,mostpleasantregionsSouth&SoutheastLinedwithhedgerows;London;TheThamesRiver;Visualizedasabrokenbowl(P37);StonehengeWales(Cymru):20764sqkm;mountainouslandSheep&tourism;TheSevernRiver;Scotland:about80,000sqkmGaelic&EnglishThreesections:theHighlandsandWesternIsles;Lowlands;SouthernuplandstheHighlandsandWesternIsles:Thinsoils;toughgneisses,schists,andmetamorphicrocksLochNessintheGreatGlenBenNevisinthewesternHighlandsSphagnum&heatherLowlands:DenselypopulatedSteephillsandstrangelywindingriversEdinburgh(thecapitalofScotland):thebankingandlegalcenterofScotland;EdinburghUniversity;majorpaperandpublishingindustry;EdinburghFestivalSouthernuplands:Rounded,rollinghillsSheepthemainagriculturalproductBordercountryoldcastlesNorthernIreland(Ulster):14160sqkmSaucer-shaped(31)Notrichinminerals;bogsforplentifulpeatLinen;livestockImportedoilandcoalTourismCurrentsituationAdvantages:strongnationalcharacters;strongtechnologicalandeducation;goodsourceoffuel;highlyefficientagricultureProblems:tradeimbalance;watershortage;increasingcompetitionfromoutside;uncertaininvolvementinEUConsiderationConsiderthequestionsafterthischapter.Chapter3HistoryofUK（1）TeachingAimsandRequirements:ToletthestudentsmakeanalmostfullknowledgeofthehistoryoftheUnitedKingdom;ToletthestudentspayspecialattentiontosomeimportanthistoriceventsandsomegreatkingsintheUK.TeachingImportance:TheRomanConquest;HenryII,IIITeachingPeriods:4*50TeachingContents:PrehistorytotheNormanConquestIberians(2500BC)—theCelticInvasion(700BC-300BC)FromearliestknownhistoryuntiltheNormanConquestin1066AD,theBritishIsleswereinvadedbymigratorytribesandpirateslandingalongtheflatsouthernandeasterncoastlines,includingIberians,Celts,Saxons,Danes,Phoenicians,RomansandNormans.Thefirstknowninhabitantswerecollectivelyknownas ‘Iberians’,andinhabitedGreatBritainduringtheStoneandBronzeAges.Fromthe7thto3rdcenturyBC,theCeltictribesarrivedfromterritorythatisnowGermanyandtheNetherlands,pushingtheIberiansintothehighlandsofWales,NorthwestEnglandScotland.RomanBritainInvasions:TrueRomanoccupationwasconfinedalmostexactlytomodernEnglandandWales,andthenEnglandwasdividedintotwosharplycontrastingregions:theLatinizedsouthandeast,andtheCelticnorthandwest.JuliusCaesarwagedtwoinvasionsofBritain:onein55BCfailed,andtheotherin54BCsucceededbutdidnotleadtoRomanoccupation.In43AD,theRomanemperorClaudiusorderedthefullRomanconquestofBritain.Contributions:TheRomansbuiltmilitaryroadsandconstructedfortstoholdtroopsatstrategiclocationsalongtheroads.Theseroadsweremarvelsofengineering,straight,raisedabovegroundlevelandwideenoughforatroopofsoldierstotravel.TheRomansbuiltmanytownsandcitiesandboundthemtogether,forexample,London,Bath,etc.ThegovernmentofRomanBritainwasdecentralized,solargertownshadself-government.However,theRomanarmieswereneverabletostabilizethefiercelydefendedandruggednorthernfrontier.So,finallytheemperorClaudiusrenovatedHadriansWall.NordicInvasions(300-1042)TheAnglo-SaxonConquestLanguage;culture;commonlaw;conversiontoChristianityTheVikings:theDanesAlfredtheGreat:FatheroftheBritishNavyTheNormanConquest(1042-1066)Cause:In1066,EdwardtheConfessordieswithnoclearheirtothethroneofEngland.Harold,EarlofWessexwasselectedasKingbytheWitan,butimmediatelychallengedbyHaroldHardrada,KingofNorway,andWilliam,DukeofNormandy,whomEdwardgavehisclaimto.Result:HarolddefeatedHaroldHardradaattheBattleofStamfordBridgebutwasdefeatedbyWilliamnearHastings.OnDec.25,1066,WilliamwascrownedasWilliamIatWestminsterAbbeybytheArchbishopofYork.MethodstoestablishtheoccupationofEngland:Devastationoftherebellious,andcastlestoprotectgarrisons;Break-upoftheoldSaxonearldomsandestablishmentofcentralizedroyalgovernmentmanagedbyanew,French-speakingNormanaristocracy;Appointmentofadministrativeofficerscarryingoutavarietyofgovernmentfunctionsastaxcollectors,troopleadersandjudges;Asolventroyaltreasury;AnalliancewiththeRomanCatholicchurch.Contributions:ThefeudalsystemwascompletelyestablishedinEngland.RelationswiththeContinentwereopened,andcivilizationandcommencewereextended.Norman-Frenchculture,language,manners,andarchitecturewereintroduced.ThechurchwasbroughtintocloserconnectionwithRome,andthechurchwasseparatedfromthecivilcourts.FromtheNormanConquesttotheRenaissanceAfterWilliamIdiedin1087,hewassucceededbyWilliamII,whowasmurdered,andHenryIwascrowned.HenryIdiedwithoutamaleheir,andwasfollowedasKingbyStephen,hisnephew,andthenbyhisgrandsonHenry,HenryII.WilliamIGivinghisbaronslargeestatesinEnglandinreturnforapromiseofmilitaryserviceandaproportionoftheproduceReplacingtheWitanwiththeGrandCouncilofhisnewtenants-in-chiefDevelopinghispolicytowardsthechurch,keepingitcompletelyunderhiscontrolandupholdingitspowerCompilingapropertyrecordbookknownasDomesdayBookHenryIThefirstkingoftheHouseofPlantagenetTheinfluenceinthreeareastheareaoflawtheareaofforeignterritorialclaimsthereformofcertainabusesinChurchgovernmenthisorderingthemurderoftheArchbishopOfCanterbury,ThomasBecket,inCanterburyCathedral-stabbedatthehighalterin1170KingJohnandMagnaCartaDisasterscausedbyKingJohnPhilipAugustusResponseofthebaronsMagnaCarta:theGreatChartermainpoints:notaxwithouttheapprovaloftheGrandCouncil;nofreemanarrested,imprisonedordeprivedofhispropertyexceptbythelawofthelandSignificance: foundationofEnglishliberties;guaranteeofthefreedomofthechurch;limitationofthepowersofthekingHenryIIIandParliamentTroublesMontfort’srebellionTheformingofParliamentEdwardIPrinceofWalesKingofScotlandExpansionofroyalpowerEdwardIIIHundredYearsWar(1337-1453)2)BlackDeath(1348-1349)TheStatuteofLaborers(1351)Nationalism:thewaragainstFranceandhostilityagainstthePopeRichardIIPeasantuprisingTheWarsoftheRoses:1455-1485involvedwithtwofamiliesLancaster redrose;York whiterosesignificanceordinarypeoplelittleaffected;feudalismreceivingdeathblow;king’spowerbeingsupremeHistoryofUK（2）TeachingAimsandRequirements:ToletthestudentsmakeanalmostfullknowledgeofthehistoryoftheUnitedKingdom;ToletthestudentspayspecialattentiontosomeimportanthistoriceventsandsomegreatkingsintheUK.TeachingImportance:HenryVII&VIII;ElizabethITeachingPeriods:3*50TeachingContents:TheTudors:SeaPowerandRenaissance(1485-1603)HenryVII,HenryVIII,EdwardVI,MaryIandElizabethIHenryVIIThefirstkingoftheTudorsAsecurecountryLadyMargaretTudorHenryVIIIHecreatedtheRoyalNavy,thebasisoffutureBritishseapowerHemadeEnglandstableandprosperousHewasaboveallresponsibleforthereligiousreformoftheChurch.MaryIRestorationofCatholicismKillingofmorethan300protestantsBloodyMaryElizabethICharactersWarwithSpainElizabethanage(partofRenaissance)Itwascharacterizedbywars,rebellions,personalandpartystrife,andintensecompetition.Itwaslargelyliteraryflowering,especiallytheElizabethandrama.WilliamShakespeare: 37 plays; comedies—Merchant of Venice,As you like Mid-SummerNight’sDream,MuchAdoaboutNothing;Tragedies—RomeoandJuliet,Macbeth,Hamlet,KingLear,Othello;Historicalplays—RichardII,HenryV,RichardIIIChristopherMarlowe:Dr.FaustusKingJamesBibleFoundingoftheBritishEmpire(1600-1800)TheAmericas:foundingofthecoloniesIndiaAustralia&NewZealand:colonizationEnglandinRevolution:RepresentativeandConstitutionalgovernment(1603-1714)Inthe17thcentury,Englandwascharacterizedbyviolenceandchange.Itscentralizedmonarchywascheckedandmodifiedbythegrowthofrepresentativeinstitutions.Itsgovernmentwasrepresentativeorparliamentary,notabsolutebecauseitwasputundercontrolofConstitution.Constitutioncannotbealteredbytheordinaryprocessofgovernment.JamesI(1603-1625)&theParliamentNobishop,noking—thebishops’absolutepowerinreligionwasessentialtohisownmonarchicalpowerGuyFawkesDayKingJamesBiblePuritanspowerfulintheparliament;dissensionmetthekinsrepression(1620)MayflowertoNewPlymouthinAmericaDivineRightofKingsnoparliamentCharlesI(1625-1649)VstheParliament:thecivilwarThefirstandonlybeheadedkinginEnglandCall—dissolve—reconvene—dissolve—reconvenetheparliament(long)TheParliament:thePetitionofRightin1628Thecivilwar(1642-1649):cavaliersVsCharlesbeheadedSignificance:overthrewfeudalsysteminEngland;shookthefoundationofthefeudalruleinEuropethebeginningofmodernhistoryTheCommonwealth(1649-1660)Cromwell:therepublicCharlesII:theRestoration(1660-1688)NonconformistsDisastersJamesIITheGloriousRevolution(1688-1689)WhigsVsTories;William&MaryAnne:theActofGreatBritainHistoryofUK（3）TeachingAimsandRequirements:ToletthestudentsmakeanalmostfullknowledgeofthehistoryoftheUnitedKingdom;ToletthestudentspayspecialattentiontosomeimportanthistoriceventsandsomegreatkingsintheUK.TeachingImportance:TheRomanConquest;HenryII,III,VII&VIII;ElizabethI;theIndustryRevolution;ParliamentTeachingPeriods:4*50TeachingContents:EnglandintheEighteenthCenturyTheAgeofReasonGeorgeI,II,IIIIndustrialrevolutionIntellectuallifein18thcenturyEnglandNineteenthCenturyImperialismSlowreforms:BritainasademocracyImperialism:argumentsSeeP87-93TwentiethCenturyCrisisofIdentityBritaininWorldWarI(1914-1918)Tenmillionmendied,andBritainlostoveramillionpeople,mostofthemundertheageof25.Apartfromthat,therehadbeenconsiderabledisruptionoftheeconomyandsociety.OutofthewarsettlementcametheestablishmentoftheLeagueofNations.TwoParties:theCentralPowers(Germany,Austria-Hungary,Turkey)&theAllies(Britain,France,Russia,etc.)The1919VersaillesPeaceTreaty&FourteenPointsBritainbetweenthewars(1919-1939)ThepostwardepressionTheConservative&labourPrograms(See96-97)ThePoliticsEireBritaininWorldWarII(1939-1945)ThemoveTheBlitzWinstonChurchillBritainssupportBritainafterWW(SeeP100)ReducedmilitarypowerMoreautonomyforScotland,WalesandIrelandTheindependenceofmostCommonwealthcountriescloserrelationshipwithEuropetenserelationshipswithIrelandChapter4EconomicsTeachingAimsandRequirements:Toletthestudentsmakeanalmostfullknowledgeofthecurrenteconomics oftheKingdom;ToletthestudentspayspecialattentiontoeconomictheoriesandsomethingabouttheeconomicsnowadaysintheUK.TeachingImportance:Economicsystem;economictheories;foreigntrade;economicdevelopmentofUKTeachingPeriods:3*50TeachingContents:EconomicdevelopmentThreesignificanttheperiodofEmpire(1701-1944):theActofUnion&industrialsustaineddevelopment(SeeP114)thatofDeclineandRetrenchment(1945-1989):steadydevelopmentinthe50sand60s;recessioninthe70s(firstoilshockin1973);recoveryinthe80s(Thatcherin1979-privatization)(SeeP116)thatofEuropeanism(1990-now):EconomicsystemBritainsuniquemixedeconomycontains:relativelyopenmarkets,activegovernmentintervention,organizedcollectivebargainingandlobbying,well-definedbusinessstructuresadherencetoglobaltradingrulesMarkets(advantages&disadvantages)See122Economicinstitutions:LimitedLiabilityCompaniesParliamentPoliticalpartiesandthepresslegislativelobbyingandcollectivebargaininginternationalagenciesStateenterprisesEconomicpolicyKeynesianJohnM.Keynessuggestedthatthegovernmentshouldusefiscalandmonetarypolicytofine-tuneaggregatedemandtoachievefullemployment,whileusingpricesandincomespoliciestosuppressinflationatsource. (pricecontrol;stateintervention;highconsumption;investment lowcompetitiveness)Thatcherism(P130)Privatization;deregulation;marketliberalizationForeigntradeTraditionally,Britainhasbeenanexporterofmanufacturedgoodsandanimporteroffoodandbasicmaterials.Now,thepatternhasbeenchanged:theshareofmanufacturesintotalexportsfallingandthatoffuelsrising,themanufactureshaveaccountedforarisingproportionofimports.Threefactorsinfluencingthechange(SeeP126)ExercisesThestudentsarerequiredtoconsideranddiscusstheexercisesafterthechapter.Chapter5BritishCultureTeachingAimsandRequirements:ToletthestudentsmakeafullknowledgeofBritishculture;ToletthestudentspayspecialattentiontothegeneraltraitsoftheBritish,theircustomsandhabitsandwaysoftheirentertainments.TeachingImportance:Generaltraits;customsandhabits;entertainmentsTeachingPeriods:4*50TeachingContents:Generalcharacters&mannersItisverydifficulttogeneralizeabouttheBritish.Thecharacteristicsofthepeoplelivingindifferentregionsandofdifferentsocialclassesvaryenormously.However,thefollowingareregardsasgeneralqualitiesoftheBritish,especiallytheupperandupper-middleclassesinthesouthofEngland.ExclusivenessThisisthebest-knownqualityoftheBritishpeople,particularlyoftheEnglishpeople.“IamEnglish,youstayawayfromme.Iamexclusive.Iamquitehappytobemyself.Idonotneedyou.LeavemeThatisbecauseofthespecialgeographicallocationandthedistinctdevelopmentofitshistory.(KingJamesBible/Shakespearesplays/theBritishparliamentasearlyas1215/theIndustrialRevolution)ConservativenessGenerally,theBritishtendtobereserved.Theyhavetowaitalongtimebeforetheyarepreparedtotrysomethingnew;theydonotacceptchangealthoughtheyaretoldto,forexample,theuseoffireplacesinthelargecitiessuchasLondon,Liverpool,ManchesterandBirminghamPolitenessLanguage:“excuse“thank“IknowthetroubleIamcausingyou,butwouldyouetc.Goodmanners:Whenyouareinvitedtodinner,tenminuteslateisexcellent.Whenattable,itispolitetositstraight,tokeepyourelbowsoffthetableandnevertotalkwithyourmouthfulloffood;youhavetocopyeveryoneelse,askwhattodoifyouarenotsureandkeeptheconversationgoing.Loveofprivacy“Myhomeismycastle.Thewindcancomein,buttheKingsandQueensandhumanbeingscannevercomeinwithoutmypermission.”StiffupperlipTheBritishdonotshowtheirfeelingsverymuch.Theydonotshowtheiremotioniftheyareveryhappyandnoriftheyaresad.Theyalwayskeepa‘stiffupperlip’.SenseofhumorThehumorisself-deprecating,thatis,laughingatoneself.TheBritishenjoysmakingfunoftheirowncustoms,classsystemandeventheirgovernment.Customs&habitsTalkingabouttheweatheraniceday,it?”“Itlookslike“Ihopetherainletsupsoon”….Havingconversationsontheweatherispartlybecauseoftheuncertaintyoftheweather,andpartlybecauseitseemsawayofbeingfriendly,withoutgettingheated,unlikediscussingpolitics.Threejumpthequeue.askawomanherage.bargainwhenshopping.Three?ings?BettingTheBritisharegreatloversofbetting.TheybetmainlyonhorseracingandBongo.DrinkingTheBritishlovesdrinkingsomuchthatthishabitisseverelyregulated.Thedrinkingperiodisusuallyfrom11:30a.mto3:00p.mandagainfrom5:00p.mto10:30p.m.TippingThetippingsystemconsistsofsmallextrapaymentofatenthoraneighthofthepriceorbill,giventocertainemployees,chieflytowaiters,taxi-drivers,hotelstaff,hairdressersandrailwayporters.ThreeRoyalTraditionsPlayingthefluteEverymorningafterbreakfast,theQueenlistenstotheplayingofaflutebytheroyalflutistwhodoessooutsidethedininghallforaquarterofanhour.ThechangingoftheguardinfrontofBuckinghamPalace;atWhitehall;atelevena.mweekdaysandattenonsundayTheBritishparliamentaryspeechLavatoryW.C(washingcloset);theLadies?room/theladies;theGentlemen?sroom/theGents;ClasssocialsystemRigidAristocracy;upperclass;middleclass;workingclass (seeP136)HealthcaresystemalmostfreeFamilyFamily;Housing;FoodEntertainmentHobbies;MassMedia;Sports(Crickets;baseball);Thearts;Pets;HolidaysChapter6BritishEducationTeachingAimsandRequirements:ToletthestudentsmakeafullknowledgeofBritisheducation;ToletthestudentspayspecialattentiontothefeaturesoftheBritisheducationsystem,especially,thecompulsorysystemandhighereducation;TeachingImportance:Educationsystem;compulsory;highereducationTeachingPeriods:3*50TeachingContents:OverviewEducationisfreeandcompulsoryforallchildrenbetweentheagesof5(4inNorthernIreland)and16.TheSecretaryofStateforEducationhasoverallresponsibilityforschoolandpost-schooleducation.Thegovernmenteducationdepartmentsformulateeducationpoliciesandarealsoresponsibleforthesupplyandtrainingofteachers.Thebulkofexpenditureoneducationcomesfrompublicfunds.EducationsystemPrimaryeducationAtfiveinGreatBritainorfourinNorthernIreland,childrengotoinfantschools;atsevenmanygoontojuniorschools.Theusualagefortransferfromprimarytosecondaryschoolsis11inEngland,Wales,NIreland,and12inScotland.Somechildrenattendfee-payingindependentschools,whichchargefeesvaryingaround￡300atermfordaypupilsatnurseryagetooveratermforseniorboardingpupilsSecondaryeducationAbout90%ofthestatesecondaryschoolpopulationattendcomprehensiveschools.Mostothersattendgrammarschoolorsecondarymodernschoolsafterselectionproceduresattheageof11.Pupilsfromtherichfamilyareoftensentintoindependentschools,whichareoftenreferredtoas?publicschools,manyofwhicharelong-establishedandwell-known,e.g.Eton,Harrow,WestminsterandWinchesterfortheboys;andRoedeanandChelt