高中英语 Unit5 sick buildingsreading教案 上海牛津版S3A.docx
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高中英语 Unit5 sick buildingsreading教案 上海牛津版S3A.docx
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高中英语Unit5sickbuildingsreading教案上海牛津版S3A
2019-2020年高中英语Unit5sickbuildings-reading教案上海牛津版S3A
一、章节分析(Readingsection)
(一)综述
本章节是一份对索利达保险公司健康威胁的调查报告,由于身体健康是生活水平日益提高的现代人越来越关注的问题,因此,教师应充分利用周围的环境问题来教授,从而唤起学生的环保意识。
本课的任务有两个:
1学生通过对课文的学习。
掌握一些核心词汇,例如:
situate,access,plain,ventilation,genuine,regular,regrettable等。
2通过学习课文,了解报告的写作方法,为writing部分做准备。
(二)阅读目标
1知识目标
学习课文中重点词、词组、句型和语法。
2能力目标
通过阅读进一步了解现代化大楼可能带来的健康威胁并学习报告的写作方法。
3情感目标
通过对索利达保险公司办公大楼的空气、水、噪音、灯光及设备的调查分析,唤起学生对周围环境的重视,从而提高他们的环保意识。
(三)教学方法
采用任务型教学法组织教学,通过听说,讨论等具体活动,达到教学效果。
(四)重点和难点
1词汇学习
1)核心词汇
inspect
install
situate
access
plain
regular
genuine
regrettable
insurance
2)拓展词汇
hazard
ventilation
bacterium
morale
via
3)词组和短语
besituatedon……
plaintosomebodyaboutsomething
haveaccessto……
replacesomethingwith……
atpresent
inaddition
ensurethat……
regularsmokers
considerdoing……
resultin……
reflecton……
one’sfailuretodo……
dealwith……
providesomebodywithsomething.
objecttodoing……
takeexpertadviceon……
getsomebodytodo……
4)句型学习
1.WhoeverItalkedtoamongtheofficeworkers,theyplainedofheadaches.
2.Thereisnoregularcleaningprogramforthesystem,althoughthisoughttobedoneatleastonceayeartoensurethatdirtanddangerousbacteriadonotpollutethesystem.
教学设计(TeachingDesigns)
教学内容
教学实施建议
教学资源参考
Pre-reading
教师在这部分可以给学生看一些sickbuilding的照片,并且通过谈论大家熟悉的病楼综合症引入该课。
[具体处理这部分内容的建议见[链接1]
中学英语合作网
《牛津英语教学参考》Page82
While-reading
这是本课的重点部分.要求学生了解索利达保险公司办公室里威胁员工健康的一些因素,并学习报告的写作方法。
●通过picture(课本P82)和Skimming(同上)了解这篇文章的布局和文中提到的几个人物的职位。
●Scanning部分通过表格的填充让学生了解这篇报告的主要内容,熟悉索利达保险公司办公室内的污染源及引起的相关问题,学生在阅读课文时,可提醒他们注意其中一些代词所指代的内容,完成练习E2.
●接下来的环节是Furtherunderstandingofthetext。
在这一环节里,可以通过师生之间的问答来检查学生是否准确理解课文内容,并帮助他们回顾课文主要内容。
●Consolidationandconclusion指导学生完成课文后的其他练习。
(teachingprocedures见链接2)
Post-reading
安排学生讨论:
Canyounamesomepollutantsinour
Teachers’office?
Whatcanwedotochangethepresentsituation?
同时推荐学生阅读补充材料:
见链接3
[链接1]
说明:
对课文背景知识的介绍。
Theterm"sickbuildingsyndrome"(SBS)isusedtodescribesituationsinwhichbuildingoccupantsexperienceacutehealthandforteffectsthatappeartobelinkedtotimespentinabuilding,butnospecificillnessorcausecanbeidentified.Theplaintsmaybelocalizedinaparticularroomorzone,ormaybewidespreadthroughoutthebuilding.Incontrast,theterm"buildingrelatedillness"(BRI)isusedwhensymptomsofdiagnosableillnessareidentifiedandcanbeattributeddirectlytoairbornebuildingcontaminants.
A1984WorldHealthOrganizationmitteereportsuggestedthatupto30percentofnewandremodeledbuildingsworldwidemaybethesubjectofexcessiveplaintsrelatedtoindoorairquality(IAQ).Oftenthisconditionistemporary,butsomebuildingshavelong-termproblems.Frequently,problemsresultwhenabuildingisoperatedormaintainedinamannerthatisinconsistentwithitsoriginaldesignorprescribedoperatingprocedures.Sometimesindoorairproblemsarearesultofpoorbuildingdesignoroccupantactivities.
IndicatorsofSBSinclude:
∙Buildingoccupantsplainofsymptomsassociatedwithacutedisfort,e.g.,headache;eye,nose,orthroatirritation;drycough;dryoritchyskin;dizzinessandnausea;difficultyinconcentrating;fatigue;andsensitivitytoodors.
∙Thecauseofthesymptomsisnotknown.
∙Mostoftheplainantsreportreliefsoonafterleavingthebuilding
[链接2]
说明:
本部分建议采用任务型阅读教学方法。
通过略读、扫读、细读等不同手段来提高学生的阅读理解能力,从而培养学生的阅读技巧。
Teachingprocedures
Stepone
●Showstudentstwopicturesofsickbuildingsandaskwhat’swrongwiththesetwoofficesandhowpeoplewillfeelintheseoffices.
●AskthemtoreadapassageaboutsickbuildingsyndromeandaskthemtoexplainwhatisSBSandwhatisBRI.
Steptwo
●Skimming
Letstudentslookatthepicture,readthetitleinbaldandpredictsomeenvironmentalproblemsintheroom.
Questionsforthestudentstoconsiderandanswer:
1.Howisthispassagedifferentfromaletter?
2.Whatarethethreemaincharactersinthepassage?
3.Whatistheconclusionofthepassage?
●Scanning
1.Askstudentstoscanthereport,findthenamesofobjectsthatmaycausepollution,notetheproblemsassociatedwitheachthing,andpletethecheck-listonpage82.
2.AskthemtofinishE2onpage86whiletheyarescanningthereport.
3.Besides,teachermayaskstudentssomemorequestionstohelpthemfindoutspecificinformationinashortperiodoftime.
⑴WhatisthegeneralsituationofSolidInsuranceLtd?
⑵Couldyoutellustheproblemwiththebuilding’scentralair-conditioningsystem?
⑶Whydotheyneedtopurchasemodern,adjustablechairsandintroduceasystemofregularbreaks?
⑷Whatconclusioncanwedrawfromthereport?
通过以上这些问题,可以引导学生把握这篇报告的主要内容,并训练他们在短时间内迅速获取信息的能力。
4.Readandthink
该部分是在学生完成了对课文整体理解的基础上对获取信息的进一步思考,既能训练他们的思维能力,也能巩固所学内容,加深对课文的理解。
a.Roughlyhowmanyoftheworkerssaidtheyhadbeenill?
b.MsFordsaysthatsmokingistheeasiestproblemtosolve.Whatwillprobablybethemostdifficultproblemtosolve?
c.Whydoyouthinkthepanydidnothaveanon-smokingpolicyinthepast?
d.Onwhatfloorofthebuildingistheplasticsfactory?
e.AccordingtoKateFord,whichtwoimprovementscouldconvenientlybemadeatthesametime?
f.WhatdoesKateFordimplyaboutMrCKLi’sabilitiesasamanager?
5.Discussion:
Couldyounamesomepollutantsinourteachers’office?
Whatcanwedotochangethepresentsituation?
这部分是为了给学生创造机会运用所学知识解决实际生活中的问题,将英语学习与现实生活紧密结合起来,鼓励他们积极地进行语言输出。
6.Finishtherestexercisesinthereadingpart.
7.Assignments:
Readthesupplementarymaterialtoknowmoreaboutindoorpollution.(见链接3)
[链接3]
说明:
关于sickbuilding的补充阅读材料,拓展学生的阅读能力,并加深对课文主题的理解。
WhatCausesIndoorAirProblems?
Indoorpollutionsourcesthatreleasegasesorparticlesintotheairaretheprimarycauseofindoorairqualityproblemsinhomes.Inadequateventilationcanincreaseindoorpollutantlevelsbynotbringinginenoughoutdoorairtodiluteemissionsfromindoorsourcesandbynotcarryingindoorairpollutantsoutofthehome.Hightemperatureandhumiditylevelscanalsoincreaseconcentrationsofsomepollutants.
PollutantSources
Therearemanysourcesofindoorairpollutioninanyhome.Theseincludebustionsourcessuchasoil,gas,kerosene,coal,wood,andtobaccoproducts;buildingmaterialsandfurnishingsasdiverseasdeteriorated,asbestos-containinginsulation,wetordampcarpet,andcabinetryorfurnituremadeofcertainpressedwoodproducts;productsforhouseholdcleaningandmaintenance,personalcare,orhobbies;centralheatingandcoolingsystemsandhumidificationdevices;andoutdoorsourcessuchasradon,pesticides,andoutdoorairpollution.
Therelativeimportanceofanysinglesourcedependsonhowmuchofagivenpollutantitemitsandhowhazardousthoseemissionsare.Insomecases,factorssuchashowoldthesourceisandwhetheritisproperlymaintainedaresignificant.Forexample,animproperlyadjustedgasstovecanemitsignificantlymorecarbonmonoxidethanonethatisproperlyadjusted.
Somesources,suchasbuildingmaterials,furnishings,andhouseholdproductslikeairfresheners,releasepollutantsmoreorlesscontinuously.Othersources,relatedtoactivitiescarriedoutinthehome,releasepollutantsintermittently.Theseincludesmoking,theuseofunventedormalfunctioningstoves,furnaces,orspaceheaters,theuseofsolventsincleaningandhobbyactivities,theuseofpaintstrippersinredecoratingactivities,andtheuseofcleaningproductsandpesticidesinhouse-keeping.Highpollutantconcentrationscanremainintheairforlongperiodsaftersomeoftheseactivities.
AmountofVentilation
Iftoolittleoutdoorairentersahome,pollutantscanaccumulatetolevelsthatcanposehealthandfortproblems.Unlesstheyarebuiltwithspecialmechanicalmeansofventilation,homesthataredesignedandconstructedtominimizetheamountofoutdoorairthatcan"leak"intoandoutofthehomemayhavehigherpollutantlevelsthanotherhomes.However,becausesomeweatherconditionscandrasticallyreducetheamountofoutdoorairthatentersahome,pollutantscanbuildupeveninhomesthatarenormallyconsidered"leaky".
HowDoesOutdoorAirEnteraHouse?
Outdoorairentersandleavesahouseby:
infiltration,naturalventilation,andmechanicalventilation.Inaprocessknownasinfiltration,outdoorairflowsintothehousethroughopenings,joints,andcracksinwalls,floors,andceilings,andaroundwindowsanddoors.Innaturalventilation,airmovesthroughopenedwindowsanddoors.Airmovementassociatedwithinfiltrationandnaturalventilationiscausedbyairtemperaturedifferencesbetweenindoorsandoutdoorsandbywind.Finally,thereareanumberofmechanicalventilationdevices,fromoutdoor-ventedfansthatintermittentlyremoveairfromasingleroom,suchasbathroomsandkitchen,toairhandlingsystemsthatusefansandductworktocontinuouslyremoveindoorairanddistributefilteredandconditionedoutdoorairtostrategicpointsthroughoutthehouse.Therateatwhichoutdoorairreplacesindoorairisdescribedastheairexchangerate.Whenthereislittleinfiltration,naturalventilation,ormechanicalventilation,theairexchangerateislowandpollutantlevelscanincrease
2019-2020年高中英语Unit5Surprisesatthestudio-grammar教案牛津上海版S1A
一、章节分析(languagesection)
(一)综述
直接引语是直接引述别人的原话。
间接引语用于转述他人的话,包括转述问题、请求、命令、指示和事实等。
间接引语通常用从句来表示。
(二)目标
掌握用间接引语来陈述事实,或问题或请求和指示。
(三)重点和难点
直接引语到间接引语的转换时,注意人称,时态,状语,动词和指示代词相应的变化,还要注意引导词以及谓语动词的选择。
二、教学设计(TeachingDesigns)
教学内容
教学实施建议
教学资源参考
Lead–in
通过一个具体的情景引入该语法项目的教学,让学生明白间接英语使用的场合和功能。
具体处理这部分内容的建议以及相关的背景见[链接1]。
presentation
这是本课的主体部分,要体现该语法的
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