1、
Chapter5. Sick buildings -Indoor Air Quality Problems
(More language input)
一、 章节分析
（一）综述
本章节是补充阅读材料，对影响室内空气质量的原因，可能带来了后果及应采取的措施进行了论述。
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：occupant, awareness, accumulate, meanwhile, sensitive, occupancy, urbanization, manufactured等。
2 通过学习课文，了解室内空气质量问题，并学习议论文
2、的写作方法。
（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
进一步提高学生的阅读理解能力和培养学生的阅读技巧。
3 情感目标
将所学内容和实际生活紧密结合起来，增强大家的环保意识。
（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
词汇学习
1) 核心词汇
l occupant
l awareness
l manufactured
l accumulate
l sensitive
l pollutant
l specific
l urbanization
3、
2) 拓展词汇
l emit
l exhaust
l inhale
l ventilation
l respiratory
3) 词组和短语
l an awareness of
l increase the risks of
l be sensitive to
l in particular
l on top of the list
l cause serious problems
二、 教学设计（Teaching Designs）
教学内容
教学实施建议
教学资源参考
Pre-reading
让学生阅读一组数据和对事实的描述，然后引
4、出这堂课的主题：IAQ plays an important part in people’s life.
While-reading
这是本课的主体部分，也是老师要处理的重点，既要引导学生学习重点词汇和句型，又要提高学生的阅读理解能力，培养学生的阅读技巧。
l 要求学生找出每一段的主题句，了解这篇文章的结构并完成第99页上A2的练习。
l 要求学生分段阅读，了解每段的具体信息并学会根据上下问猜测词义，完成第98页A1中的练习。
（授课中的教案见链接1）
Post-reading
这是课文的拓展部分。要求学生分组讨论所在教室的污染源，并找出减少教室内污染的方法。
5、
[链接1]
说明：
本部分建议采用任务型阅读教学的方法，提高学生阅读理解能力，培养学生的阅读技巧。提供一份教案。
I. Pre-reading
1. Show students some facts and figures and ask:
What do these figures imply?
II. While-reading
1. Pick out the topic sentence of each paragraph and learn about the outline of the passage. Meanwhile finish e
6、xercise A2 on page 99.
2. Go through these paragraphs in detail and ask:
Why is the quality of indoor air important to both teachers and students?
How does the writer illustrate the topic sentence in paragraph 2?
What are the dangers of poor indoor air quality?
Can you give some suggestions as
7、to how to solve the problem?
Of all the suggestions, which is the most important?
Meanwhile teach students to learn to guess the meaning of new words according
to the context and finish exercise A1 on page 98.
3. Pay attention to the use of some important words and phrases:
generally speaking,
8、 occupant, an awareness of, accumulate, specific, in particular, be sensitive to, cause serious problems, be likely to do, on top of the list, manufactured.
III. Post-reading
Discussion: What are the sources of pollution in our classroom?
Can you think of some ways to reduce air pollution in our classroom?
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