长春大学：《大学英语》课程电子教案（新视野）大学英语综合教程第二册

附件 1 :长春大菲海院The Tourism College of Changchun University《大学英语2》课程教案执笔人：大学英语A、B级课程组审核人（教研室主任签字）：2023年2月

附件 1：

课程类型新授课授课时间2022-2023-2考试授课对象22级AB班考核方式章节目录1. Unit 1Language in missionText AAn impressive English lesson2. Unit 2College The ladder to success?Text AThe humanities: Out of date?3. Unit 3Discovery of a new life stage?Text AJourney through the odyssey years4. Unit 4Dance with loveText ACollege sweethearts5. Unit 5The money gameText ASpend or save-The student's dilemma6. Unit 6 Less is moreText ADoor closer, are you?7. Unit 7 Women: Making a differenceText A Women at the management level

课程类型 新授课 授课时间 2022-2023-2 授课对象 22 级 AB 班 考核方式 考试 章节目录 1. Unit 1 Language in mission Text A An impressive English lesson 2. Unit 2 College — The ladder to success? Text A The humanities: Out of date? 3. Unit 3 Discovery of a new life stage? Text A Journey through the odyssey years 4. Unit 4 Dance with love Text A College sweethearts 5. Unit 5 The money game Text A Spend or save–The student’s dilemma 6. Unit 6 Less is more Text A Door closer, are you? 7. Unit 7 Women: Making a difference Text A Women at the management level

章节标题2Unit 1 Language in mission学时 （课题）I.TeachingContent教学内容1.《视听说教程》Unit1Life is a learning curve（30mins）2.《读写教程》Unit 1 Language in missionTextAAn impressive English lesson（60mins)II.TeachingAimsandDemands教学目标及要求1.Linguistic objectivesTo understand and use the words, phrases and grammatical structures in Para 1-42.Communicative objectivesTo be able to talk about how grammar and vocabulary can be taught efficientlyTo be able to talk about your learning experiences3.EducationalobjectivesTo realize the significance of studying languageIⅡII.TeachingAimsandDemands教学重点与难点1. To get deeper insights into the unit theme2. To apply the new words and phrases in Para 1-4 appropriatelyV.TeachingAids教具Blackboard;Multi-mediaV.TeachingApproaches教学方法1.Interaction2.Q&A3.Discussion in pair or in group4. Task-based language teaching methodVI.TeachingProcedure教学过程设计（90mins)Step1 Listening and speaking (30mins)Unit1Lifeis a learningcurve(视听说教程）Listening to the world: Sharing: Watch a podcast from the beginning to the end for itsgeneral idea. Complete the exercises on textbook.Step2Warm-up(10mins)

章节标题 （课题） Unit 1 Language in mission 学时 2 Ⅰ. Teaching Content 教学内容 1.《视听说教程》Unit 1 Life is a learning curve（30 mins） 2.《读写教程》Unit 1 Language in mission Text A An impressive English lesson（60 mins） Ⅱ. Teaching Aims and Demands 教学目标及要求 1. Linguistic objectives To understand and use the words, phrases and grammatical structures in Para 1-4 2. Communicative objectives To be able to talk about how grammar and vocabulary can be taught efficiently To be able to talk about your learning experiences 3. Educational objectives To realize the significance of studying language Ⅲ. Teaching Aims and Demands 教学重点与难点 1. To get deeper insights into the unit theme 2. To apply the new words and phrases in Para 1-4 appropriately Ⅳ. Teaching Aids 教具 Blackboard; Multi-media Ⅴ.Teaching Approaches 教学方法 1. Interaction 2. Q&A 3. Discussion in pair or in group 4. Task-based language teaching method Ⅵ.Teaching Procedure 教学过程设计 (90mins) Step1 Listening and speaking (30mins) Unit 1 Life is a learning curve(视听说教程) Listening to the world: Sharing: Watch a podcast from the beginning to the end for its general idea. Complete the exercises on textbook. Step 2 Warm-up (10mins)

I.Warming-up questions discussion about this unitLetthestudentstalkabouttheimportanceofstudyinglanguage(以新冠疫情线上教学为例阐述如何学习语言及其重要性)I.Ideological politicsDiscussion:Read the sentences from Paragraph 4 and get more information(1) And that was it. The civilization of Greece and the glory of Roman architecture werecaptured in a condensed non-statement. My student's “whoa!" was exceeded only by myhead-shaking distress.(Para.4)Would“the civilization of Greece"remind you of the ancient civilization of China 2,o00years ago?President Xi Jinping in his article Let Wisdom of Ancient Civilizations Shine Through theFuture illustrates the relationship between the two ancient civilizations.The followingparagraphs are chosen from this article.(2) Further reading:Great civilizations havemuch in common tooffereach otherMorethan2,oo0 years ago,ancientChinese andGreek civilizations shonebrightlyinAsia and Europe.Greek'sgolden era produced many of its great philosophers and literary giants. That coincidedwith a period in China when “a hundred schools of thought contended with each other"and flourished together.Nikos Kazantzakis, a giant of modern Greek literature who had visited China twice,commentedthatConfuciusandSocratesweretwomasksthatcoveredthesamefaceofhuman logic."Humanism, which traces its origin to the Sophists of ancient Greece,resonates with the Confucian teaching that “people are the roots of a country." One canalso find much similaritybetween the lifestyle and philosophy of Diogenes and Zhuangzi,a leading Daoist philosopher who lived around the 4th century BC in China.Great civilizations understand each otherbetter.As early as the4th centuryBC,Chinawasknown to theGreeks byabeautiful name:Serike.In the16thcentury,Euclid'sElementswasintroducedintoChina,pavingthewayfor scientific exchangesbetweenChina and the West.Thestory of Prometheus narratedbyAeschylus wasaninspirationtomany Chinese revolutionaries. The Republic by Plato and Politics by Aristotle are alsoamong those Greek classics that have long made names for themselves in China.GreatcivilizationsalwaysstandbyeachotherAfterthefoundingofthePeople'sRepublicof China in 1949, Greek shipowners were among the first to break through the blockadeand send much-needed supplies and equipment to New China. When Greece was plaguedby economic and debt woes a decade ago,Chinaprovided wholehearted assistancetohelpourGreekfriendsemergefromthehardtime《让古老文明的智慧照鉴未来》（习近平在希腊《每日报》上发表的署名文章）Step3Pre-reading(10mins)

Ⅰ. Warming-up questions discussion about this unit Let the students talk about the importance of studying language(以新冠疫情线上教学为 例阐述如何学习语言及其重要性) Ⅱ. Ideological politics Discussion: Read the sentences from Paragraph 4 and get more information. (1) And that was it. The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement. My student’s “whoa!” was exceeded only by my head-shaking distress.(Para. 4) Would “the civilization of Greece” remind you of the ancient civilization of China 2,000 years ago? President Xi Jinping in his article Let Wisdom of Ancient Civilizations Shine Through the Future illustrates the relationship between the two ancient civilizations. The following paragraphs are chosen from this article. (2) Further reading: Great civilizations have much in common to offer each other. More than 2,000 years ago, ancient Chinese and Greek civilizations shone brightly in Asia and Europe. Greek’s golden era produced many of its great philosophers and literary giants. That coincided with a period in China when “a hundred schools of thought contended with each other” and flourished together. Nikos Kazantzakis, a giant of modern Greek literature who had visited China twice, commented that “Confucius and Socrates were two masks that covered the same face of human logic.” Humanism, which traces its origin to the Sophists of ancient Greece, resonates with the Confucian teaching that “people are the roots of a country.” One can also find much similarity between the lifestyle and philosophy of Diogenes and Zhuangzi, a leading Daoist philosopher who lived around the 4th century BC in China. Great civilizations understand each other better. As early as the 4th century BC, China was known to the Greeks by a beautiful name: Sērikḗ. In the 16th century, Euclid's Elements was introduced into China, paving the way for scientific exchanges between China and the West. The story of Prometheus narrated by Aeschylus was an inspiration to many Chinese revolutionaries. The Republic by Plato and Politics by Aristotle are also among those Greek classics that have long made names for themselves in China. Great civilizations always stand by each other. After the founding of the People's Republic of China in 1949, Greek shipowners were among the first to break through the blockade and send much-needed supplies and equipment to New China. When Greece was plagued by economic and debt woes a decade ago, China provided wholehearted assistance to help our Greek friends emerge from the hard time. ——《让古老文明的智慧照鉴未来》（习近平在希腊《每日报》上发表的署名文章） Step 3 Pre-reading（10mins）

I.DiscussionQl: What are the key factors that help people learn English as a foreign language?Q2. Do you have any problem in English learning?Q3.Do you think grammar is important in English learning?I.Main structureRead the whole passage and divide the text into several partsStep 4While-reading (30mins)I.Structure analysisThe text can be divided into three parts:Part I (Para.1-5) This part introduces the background of the story. It presents the thesisstatement: Students unfairly bearthe bulk ofthe criticism for theseknowledgedeficits because there is a sensethat they should knowbetter.Part II (Para. 6-13) This part contains two major sections to support the author's point ofview.The first section claims that students should not be blamed for their languagedeficiency due to two major reasons:1) they are misled by the language environment, 2)they are not learming the language adequately and efficiently in school. The second sectionelaborates the author's personal opinion about the importance of grammar and vocabulary,by way of metaphors.Part III (Para. 14-17) Toward the end, the author narrates another incident where his sonunconsciouslyuttered agrammaticallyperfect sentence witha subjunctivemood andhe'sproud of his son.I. Introduction part (Para 1-5)Part I This part introduces the background of the story. It presents the thesis statement:Students unfairlybearthe bulk of the criticism fortheseknowledgedeficits because there is a sense that they should know better.II.Questions for understandingQ1: What does the son think of the father? (Para. 1)Q2: Why was the writer shocked by his student's answer? (Paras. 2-4)Q3: What conclusion did the writer draw from the example of his student? (Para. 5)IV.Vocabulary study1.oddity:n.[C]astrangeorunusualpersonorthing怪人 怪物奇特的东西With his neat suits on,he felt like an oddity walking in this poor neighborhood.穿着笔挺的西装走在这个贫民区里他觉得自己就像个怪物。2. obligeThe word oblige is most commonly used in the expression be/feel obliged.1)be/feelobligedtodosth.指"感到有责任做某事”例如:Hefeltobligedtohelphismother,evenif itmeantleavingcollege.他觉得有责任

I. Discussion Q1: What are the key factors that help people learn English as a foreign language? Q2. Do you have any problem in English learning? Q3. Do you think grammar is important in English learning? Ⅱ. Main structure Read the whole passage and divide the text into several parts. Step 4 While-reading（30mins） Ⅰ. Structure analysis The text can be divided into three parts: Part I (Para.1-5) This part introduces the background of the story. It presents the thesis statement: Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better. Part II (Para. 6-13) This part contains two major sections to support the author’s point of view.The first section claims that students should not be blamed for their language deficiency due to two major reasons:1) they are misled by the language environment; 2) they are not learning the language adequately and efficiently in school. The second section elaborates the author’s personal opinion about the importance of grammar and vocabulary, by way of metaphors. Part III (Para.14-17) Toward the end, the author narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood and he’s proud of his son. Ⅱ. Introduction part (Para 1-5) Part I This part introduces the background of the story. It presents the thesis statement: Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better. Ⅲ. Questions for understanding Q1: What does the son think of the father? (Para. 1) Q2: Why was the writer shocked by his student’s answer? (Paras. 2-4) Q3：What conclusion did the writer draw from the example of his student? (Para. 5) Ⅳ. Vocabulary study 1. oddity: n. [C] a strange or unusual person or thing 怪人 怪物 奇特的东西 With his neat suits on, he felt like an oddity walking in this poor neighborhood. 穿着笔 挺的西装走在这个贫民区里他觉得自己就像个怪物。 2. oblige The word oblige is most commonly used in the expression be/feel obliged. 1) be/feel obliged to do sth. 指“感到有责任做某事”。 例如:He felt obliged to help his mother, even if it meant leaving college. 他觉得有责任

帮助母亲即使这意味着他要离开大学。2)be/feelobligedtosb./sth。指“对某人或某事心存感激”。例如:Thank you very much,doctor.I am extremely obliged to you.医生，非常谢谢您。对您，我深表感谢。3. How was it? (spoken) often used in conversation to ask sb. about their opinion orexperienceofsth。怎么样口语常用表达用于询问看法或经历Didyouwatchthemovielastnight?Howwasit?你昨天晚上看那部电影了吗？感觉怎么样？I was told that you had traveled to many places in Asia recently.How was it?有人告诉我，你最近跑了亚洲的很多地方旅行。怎么样？4.full of: (followed by abstract nouns) feeling or showing a lot of particular emotionorquality感觉、表达或表现出充满某种情感特质的fullofexcitement/energy/hope/happiness/praise充满兴奋/活力/希望/幸福/赞美The teacher was full of praise for the homework that the students had done.老师对学生们完成的功课赞不绝口。Lucyisahappychildandalwaysfulloflife.露西是个快乐的孩子，总是充满了活力。5. -It was, like, whoa!l means It was really great!l. It was like ...I is aninformal expression in conversation, very common for young people who are lazyand incapable to reference their ideas.The expression is usually followed by an adjective or an exclamation. It was, like,marvelous！简直奇妙极了(It was like) Whoa! How come you got a hundred percent correct on such a hard test?哇！这么难的考试你怎么都全答对了。Note: Whoa is specifically used to show that people are surprised or think something isvery impressive. It can be used in different contexts.For example:To describe something that you're not quite sure how to describe: That car is so cool, it'slike, whoa.To express surprise: Whoa! It's really amazing!To indicate a desire to end what someone is talking: Whoa, OK, that's enough6.And that wasit. (Para.4)Meaning: And that was everything she said, without even mentioning any details of helwonderful experience in Europe.That was it.: often used in conversation to say that sth. is completely finished or that asituation cannotbechanged 就这样指某事彻底结束或形势不能更改。That was it. I could no longer hope for a promotion, and my boss didn't even want toseemeagain，就这样吧，我的升职再也没指望了，我的老板甚至不想再见到我

帮助母亲 即使这意味着他要离开大学。 2) be/feel obliged to sb./sth. 指“对某人或某事心存感激”。 例如:Thank you very much, doctor. I am extremely obliged to you. 医生，非常谢谢您。 对您，我深表感谢。 3. How was it? (spoken) often used in conversation to ask sb. about their opinion or experience of sth. 怎么样 口语常用表达 用于询问看法或经历 Did you watch the movie last night? How was it? 你昨天晚上看那部电影了吗? 感觉 怎么样? I was told that you had traveled to many places in Asia recently. How was it? 有人告诉 我,你最近跑了亚洲的很多地方旅行。怎么样？ 4.full of: (followed by abstract nouns) feeling or showing a lot of particular emotion or quality 感觉、表达或表现出充满某种情感特质的 full of excitement/energy/hope/happiness/praise 充满兴奋/活力/希望/幸福/赞美 The teacher was full of praise for the homework that the students had done. 老师对学生 们完成的功课赞不绝口。 Lucy is a happy child and always full of life. 露西是个快乐的孩子，总是充满了活力。 5. ―It was, like, whoa!‖ means ―It was really great!‖. ―It was like .‖ is an informal expression in conversation, very common for young people who are lazy and incapable to reference their ideas. The expression is usually followed by an adjective or an exclamation. It was, like, marvelous! 简直奇妙极了 (It was like) Whoa! How come you got a hundred percent correct on such a hard test? 哇! 这么难的考试你怎么都全答对了。 Note: Whoa is specifically used to show that people are surprised or think something is very impressive. It can be used in different contexts. For example: To describe something that you‘re not quite sure how to describe: That car is so cool, it‘s like, whoa. To express surprise: Whoa! It‘s really amazing! To indicate a desire to end what someone is talking: Whoa, OK, that‘s enough. 6. And that was it. (Para. 4) Meaning: And that was everything she said, without even mentioning any details of her wonderful experience in Europe. That was it.: often used in conversation to say that sth. is completely finished or that a situation cannot be changed 就这样指某事彻底结束或形势不能更改。 That was it. I could no longer hope for a promotion, and my boss didn’t even want to see me again. 就这样吧，我的升职再也没指望了，我的老板甚至不想再见到我

That'sit.Thereisnothingmorewecando.就这样吧，我们也再没有别的办法Step5Summary(5mins)1. New words and expressions2. The structure and main idea of the introduction partStep6Assignment1. Practice all the new words and expressions in Para 1-4.2.Complete study contents and tasks in 1.1 of XuexitongVil.Blackboard-writing板书设计Vill.Feedback课后反思

That’s it. There is nothing more we can do. 就这样吧，我们也再没有别的办法。 Step 5 Summary(5mins) 1. New words and expressions 2. The structure and main idea of the introduction part Step 6 Assignment 1. Practice all the new words and expressions in Para 1-4. 2. Complete study contents and tasks in 1.1 of Xuexitong. Ⅶ.Blackboard-writing 板书设计 Ⅷ. Feedback 课后反思

章节标题2学时Unit 1 Language in mission（课题）I.TeachingContent教学内容1.《视听说教程》Unit1Life is a learning curve（30mins）2.《读写教程》Unit 1 Language in missionText AAn impressive English lesson（60mins)II.TeachingAimsandDemands教学目标及要求1.Linguistic objectivesTounderstand and usethewords,phrasesandgrammatical structures inPara5-72.Communicative objectivesTo be able to talk about how grammar and vocabulary can be taught efficientlyTo be able totalk about your learning experiences3.Educational objectivesTo realize the significance of studying languageIⅢI.TeachingAimsandDemands教学重点与难点1.New words and expressions in Para 5-72. A whole understanding of the Para 5-7IV.Teaching Aids 教具Blackboard;Multi-mediaV.TeachingApproaches教学方法1.Interaction2.Q&A3.Discussion inpair or in group4. Task-based language teaching methodVI.TeachingProcedure教学过程设计（90mins)Step1Review (5mins)1. Test on the word and phrases we have learned2. Review the Structure Analysis learned last periodStep2Listening and speaking (30mins)1.Listening skillsListening for signal words for listing

章节标题 （课题） Unit 1 Language in mission 学时 2 Ⅰ. Teaching Content 教学内容 1.《视听说教程》Unit 1 Life is a learning curve（30 mins） 2.《读写教程》Unit 1 Language in mission Text A An impressive English lesson（60 mins） Ⅱ. Teaching Aims and Demands 教学目标及要求 1. Linguistic objectives To understand and use the words, phrases and grammatical structures in Para 5-7 2. Communicative objectives To be able to talk about how grammar and vocabulary can be taught efficiently To be able to talk about your learning experiences 3. Educational objectives To realize the significance of studying language Ⅲ. Teaching Aims and Demands 教学重点与难点 1. New words and expressions in Para 5-7 2. A whole understanding of the Para 5-7 Ⅳ. Teaching Aids 教具 Blackboard; Multi-media Ⅴ.Teaching Approaches 教学方法 1. Interaction 2. Q&A 3. Discussion in pair or in group 4. Task-based language teaching method Ⅵ.Teaching Procedure 教学过程设计 (90mins) Step 1 Review (5mins) 1. Test on the word and phrases we have learned 2. Review the Structure Analysis learned last period. Step 2 Listening and speaking (30mins) 1. Listening skills Listening for signal words for listing

Whenyoulistentospeeches,lectures,orconversations,oftentimesyouneedtoidentifyand take notes of a list of items, such as a list of examples, a list of problems, a list ofsuggestions, or a list of benefits.One strategy that can help you get the relevantinformation is to listen for signal words for listing.Signal words for listing are words or expressions used to indicate that a speaker will listitems one by one.Usually expressions such as one,first, firstly, first of all, to begin with,and to start with are used to signal the beginning of listing. Expresions like two, second,secondly, next,another, the other moreover, fiurthermore,in addition,besides, and what'smore are used for the following listed items.And expressions like the last, the final, lastly,the last but not the least, and finally are often used to signal the end of the listing. Andsometimes apart from using the above-mentioned signal words, the total number of listeditemsmaybementionedfirst,asinthefollowingexample:Let's look at three of the most important environmental problems.The first problem iswater...Our second problem is the animals. .. And the last problem on our list, but not theleastimportant,istheweatherSo when you are listening to materials including listed items, you should listen first forthe total number of listed items, if it is given, and then bear that number in mind to makesure that you will not miss any items.If the listening material you listen to is a conversation, then apart from the above signalwords,questions like Have you got anything / any ideas? and Any ideas for ..? may also serve assignals for thebeginning oflisting,and questions like Anything else? and Whatother..deyou have? may also indicate that there are more items to follow. Therefore you shouldalsobealertto thesequestions.In the following exercises you are going to listen to a radio program in which some of theabove-mentioned signal words for listing are used.Identify the signal words, and payclose attention to whatfollows the signal words in the program.2.Unit1（Item1）（大学英语专题听力）Step3Pre-reading(10mins)Presentation: Ss present answers to thequestions in class.1.Questions1)What are the most important factors that encourage students to learn English?2)Do you think English grammar helps you a lot in learning English? Why or whynot?3)In what ways can teachers improve the technique of teaching grammar?Group work1) How can students more effectively enlarge their vocabulary?

When you listen to speeches, lectures, or conversations, oftentimes you need to identify and take notes of a list of items, such as a list of examples, a list of problems, a list of suggestions, or a list of benefits.One strategy that can help you get the relevant information is to listen for signal words for listing. Signal words for listing are words or expressions used to indicate that a speaker will list items one by one. Usually expressions such as one, first, firstly, first of all, to begin with, and to start with are used to signal the beginning of listing. Expresions like two, second, secondly, next, another, the other, moreover, furthermore, in addition, besides, and what's more are used for the following listed items.And expressions like the last, the final, lastly, the last but not the least, and finally are often used to signal the end of the listing. And sometimes apart from using the above-mentioned signal words, the total number of listed items may be mentioned first, as in the following example: Let's look at three of the most important environmental problems.The first problem is water.Our second problem is the animals. . And the last problem on our list, but not the least important, is the weather. So when you are listening to materials including listed items, you should listen first for the total number of listed items, if it is given, and then bear that number in mind to make sure that you will not miss any items. If the listening material you listen to is a conversation, then apart from the above signal words, questions like Have you got anything / any ideas? and Any ideas for .? may also serve as signals for the beginning of listing, and questions like Anything else? and What other . do you have? may also indicate that there are more items to follow. Therefore you should also be alert to these questions. In the following exercises you are going to listen to a radio program in which some of the above-mentioned signal words for listing are used. Identify the signal words, and pay close attention to what follows the signal words in the program. 2. Unit 1 （Item 1）（大学英语专题听力） Step 3 Pre-reading (10mins) ◼ Presentation: Ss present answers to the questions in class. 1. Questions 1) What are the most important factors that encourage students to learn English? 2) Do you think English grammar helps you a lot in learning English? Why or why not? 3) In what ways can teachers improve the technique of teaching grammar? 2. Group work 1) How can students more effectively enlarge their vocabulary?

2)ShareanswersStep 4 While-reading(40mins)I. Part II (Para. 6-13)This part contains two major sections to support the author's point of view.The firstsection claims that students should not be blamed for their language deficiency due to twomajor reasons:1) they are misled by the language environment; 2) they are not learningthe language adequately and efficiently in school. The second section elaborates theauthor's personal opinion about the importance of grammar and vocabulary, by way ofmetaphorsII.Question for understandingQ1: Why should students not be blamed for their language deficiency?(Para. 6-7)The learning environment is misleadingQ2:Why should students not be blamed for their language deficiency? (Paras.6-7)They are not learning the language adequately and efficiently in school.Q3:How should grammar be taught as far as the writer is concerned? (Paras.8-10)Grammar must be handled delicately, step by step. An effective way of teachingcould arouse children's interest in learning English grammar.An example: a grammarlessonwithmysonII. Vocabulary study1.proclaim, claim1)proclaim是正式宣告或公开宣告““宣告"的中文意思比声明"要严肃。例如：Thegovernmenthasproclaimed anewlaw.政府已公布了一项新法令。Theyproclaimedthathewasatraitor.他们宣称他是叛徒。The ringing bells proclaimed the birth of the prince.响亮的钟声宣布了王子的诞生。2)claim是根据权利声明，根据权利要求索赔，根据权利认领。(1）声称、断言、主张。例如:They claim to have discovered a cure for the disease.他们声称已经发现了治疗此病的方法。She claimed that the ring was stolen, not lost.她声言那只戒指是被偷的，而不是遗失的。(2)要求，索赔。例如：Theoldmanclaimedtheland.老人要求得到这块土地。Iclaimpaymentfrommyfriend.我要求我的朋友付款。2.exposure是动词expose的名词形式，动词expose常用于短语be/getexposedto中表示“接触、体验

2) Share answers Step 4 While-reading (40mins) I. Part II (Para. 6-13) This part contains two major sections to support the author’s point of view.The first section claims that students should not be blamed for their language deficiency due to two major reasons:1) they are misled by the language environment; 2) they are not learning the language adequately and efficiently in school. The second section elaborates the author’s personal opinion about the importance of grammar and vocabulary, by way of metaphors. Ⅱ. Question for understanding Q1: Why should students not be blamed for their language deficiency?(Para. 6-7) The learning environment is misleading. Q2: Why should students not be blamed for their language deficiency? (Paras.6-7) They are not learning the language adequately and efficiently in school. Q3:How should grammar be taught as far as the writer is concerned? (Paras.8-10) Grammar must be handled delicately, step by step. An effective way of teaching could arouse children’s interest in learning English grammar.An example: a grammar lesson with my son. Ⅲ. Vocabulary study 1. proclaim, claim 1) proclaim 是正式宣告或公开宣告 “宣告”的中文意思比“声明”要严肃。 例如： The government has proclaimed a new law. 政府已公布了一项新法令。 They proclaimed that he was a traitor. 他们宣称他是叛徒。 The ringing bells proclaimed the birth of the prince. 响亮的钟声宣布了王子的诞 生。 2) claim 是根据权利声明，根据权利要求索赔，根据权利认领。 (1) 声称、断言、主张。 例如：They claim to have discovered a cure for the disease. 他们声称已经发现了治疗此病的方法。 She claimed that the ring was stolen, not lost. 她声言那只戒指是被偷的,而不是遗失的。 (2) 要求，索赔。 例如：The old man claimed the land. 老人要求得到这块土地。 I claim payment from my friend. 我要求我的朋友付款。 3. 2. exposure 是动词 expose 的名词形式，动词 expose 常用于短语 be/get exposed to 中 表示“接触、体验