Chapter5. Sick buildings-Reading

 
post-reading  安排學生討論：can you name some pollutants in our
teachers’ office? what can we do to change the present situation?同時推薦學生閱讀補充材料：見鏈接3
 

[鏈接1]

說明：
對課文背景知識的介紹。

 
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

[鏈接2]

說明：
本部分建議采用任務型閱讀教學方法。通過略讀、掃讀、細讀等不同手段來提高學生的閱讀理解能力，從而培養學生的閱讀技巧。

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.