Chapter5。ampnbspSickampnbspbuildingsReading

　　chapter5. sick buildings-reading
　　一、章节分析（reading section ）
　　（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, complain, 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
　　complain
　　regular
　　genuine
　　regrettable
　　insurance
　　2)拓展词汇
　　hazard
　　ventilation
　　bacterium
　　morale
　　via
　　3)词组和短语
　　be situated on……
　　complain to somebody about something
　　have access to……
　　replace something with……
　　at present
　　in addition
　　ensure that……
　　regular smokers
　　consider doing……
　　result in……
　　reflect on……
　　one’s failure to do……
　　deal with……
　　provide somebody with something.
　　object to doing……
　　take expert advice on……
　　get somebody to do……
　　4)句型学习
　　1. whoever i talked to among the office workers, they complained of headaches.
　　2. there is no regular cleaning program for the system, although this ought to be done at least once a year to ensure that dirt and dangerous bacteria do not pollute the system.
　　教学设计（teaching designs）
　　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sick building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》page 82
　　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further understanding of the text。 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。
　　consolidation and conclusion 指导学生完成课文后的其他练习。（teaching procedures见链接2）
　　post-reading 安排学生讨论：can you name some pollutants in our
　　teachers’ office? what can we do to change the present situation?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。
　　the term ＂sick building syndrome＂ (sbs) is used to describe situations in which building occupants experience acute health and comfort effects that appear to be linked to time spent in a building, but no specific illness or cause can be identified. the complaints may be localized in a particular room or zone, or may be widespread throughout the building. in contrast, the term ＂building related illness＂ (bri) is used when symptoms of diagnosable illness are identified and can be attributed directly to airborne building contaminants.
　　a 1984 world health organization committee report suggested that up to 30 percent of new and remodeled buildings worldwide may be the subject of excessive complaints related to indoor air quality (iaq). often this condition is temporary, but some buildings have long-term problems. frequently, problems result when a building is operated or maintained in a manner that is inconsistent with its original design or prescribed operating procedures. sometimes indoor air problems are a result of poor building design or occupant activities.
　　indicators of sbs include:
　　•building occupants complain of symptoms associated with acute discomfort, e.g., headache; eye, nose, or throat irritation; dry cough; dry or itchy skin; dizziness and nausea; difficulty in concentrating; fatigue; and sensitivity to odors.
　　•the cause of the symptoms is not known.
　　•most of the complainants report relief soon after leaving the building
　　[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。
　　teaching procedures
　　step one
　　show students two pictures of sick buildings and ask what’s wrong with these two offices and how people will feel in these offices.
　　ask them to read a passage about sick building syndrome and ask them to explain what is sbs and what is bri.
　　step two
　　skimming
　　let students look at the picture, read the title in bald and predict some environmental problems in the room.
　　questions for the students to consider and answer:
　　1.how is this passage different from a letter?
　　2.what are the three main characters in the passage?
　　3.what is the conclusion of the passage?
　　scanning
　　1.ask students to scan the report ,find the names of objects that may cause pollution, note the problems associated with each thing, and complete the check-list on page 82.
　　2. ask them to finish e2 on page 86 while they are scanning the report.
　　3.besides, teacher may ask students some more questions to help them find out specific information in a short period of time.
　　⑴ what is the general situation of solid insurance ltd?
　　⑵ could you tell us the problem with the building’s central air-conditioning system?
　　⑶ why do they need to purchase modern, adjustable chairs and introduce a system of regular breaks?
　　⑷ what conclusion can we draw from the report?
　　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．read and think
　　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. roughly how many of the workers said they had been ill?
　　b. ms ford says that smoking is the easiest problem to solve. what will probably be the most difficult problem to solve?
　　c. why do you think the company did not have a non-smoking policy in the past?
　　d. on what floor of the building is the plastics factory?
　　e. according to kate ford, which two improvements could conveniently be made at the same time?
　　f. what does kate ford imply about mr c k li’s abilities as a manager?
　　5．discussion: could you name some pollutants in our teachers’ office? what can we do to change the present situation?
　　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．finish the rest exercises in the reading part.
　　7. assignments: read the supplementary material to know more about indoor pollution.(见链接3)
　　[链接3]
　　说明：
　　关于sick building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。
　　what causes indoor air problems?
　　indoor pollution sources that release gases or particles into the air are the primary cause of indoor air quality problems in homes. inadequate ventilation can increase indoor pollutant levels by not bringing in enough outdoor air to dilute emissions from indoor sources and by not carrying indoor air pollutants out of the home. high temperature and humidity levels can also increase concentrations of some pollutants.
　　pollutant sources
　　there are many sources of indoor air pollution in any home. these include combustion sources such as oil, gas, kerosene, coal, wood, and tobacco products; building materials and furnishings as perse as deteriorated, asbestos-containing insulation, wet or damp carpet, and cabinetry or furniture made of certain pressed wood products; products for household cleaning and maintenance, personal care, or hobbies; central heating and cooling systems and humidification devices; and outdoor sources such as radon, pesticides, and outdoor air pollution.
　　the relative importance of any single source depends on how much of a given pollutant it emits and how hazardous those emissions are. in some cases, factors such as how old the source is and whether it is properly maintained are significant. for example, an improperly adjusted gas stove can emit significantly more carbon monoxide than one that is properly adjusted.
　　some sources, such as building materials, furnishings, and household products like air fresheners, release pollutants more or less continuously. other sources, related to activities carried out in the home, release pollutants intermittently. these include smoking, the use of unvented or malfunctioning stoves, furnaces, or space heaters, the use of solvents in cleaning and hobby activities, the use of paint strippers in redecorating activities, and the use of cleaning products and pesticides in house-keeping. high pollutant concentrations can remain in the air for long periods after some of these activities.
　　amount of ventilation
　　if too little outdoor air enters a home, pollutants can accumulate to levels that can pose health and comfort problems. unless they are built with special mechanical means of ventilation, homes that are designed and constructed to minimize the amount of outdoor air that can ＂leak＂ into and out of the home may have higher pollutant levels than other homes. however, because some weather conditions can drastically reduce the amount of outdoor air that enters a home, pollutants can build up even in homes that are normally considered ＂leaky＂.
　　how does outdoor air enter a house?
　　outdoor air enters and leaves a house by: infiltration, natural ventilation, and mechanical ventilation. in a process known as infiltration, outdoor air flows into the house through openings, joints, and cracks in walls, floors, and ceilings, and around windows and doors. in natural ventilation, air moves through opened windows and doors. air movement associated with infiltration and natural ventilation is caused by air temperature differences between indoors and outdoors and by wind. finally, there are a number of mechanical ventilation devices, from outdoor-vented fans that intermittently remove air from a single room, such as bathrooms and kitchen, to air handling systems that use fans and duct work to continuously remove indoor air and distribute filtered and conditioned outdoor air to strategic points throughout the house. the rate at which outdoor air replaces indoor air is described as the air exchange rate. when there is little infiltration, natural ventilation, or mechanical ventilation, the air exchange rate is low and pollutant levels can increase