2023屆高三英語sick buildings教案（精選3篇）
2023屆高三英語sick buildings教案 篇1
chapter5. sick buildings-listening, speaking, using english, writing
一、章節分析 （section analysis ）
(一) 綜述
本章節是語言運用部分。通過聽，說，寫方面的訓練，提高學生語言詞匯方面的能力，加強他們運用語言知識來表達思想感情的能力。教會學生報告的寫作方式。
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listening
幫助學生學會捕捉談話中的主要信息，并完成表格的填充。
speaking
幫助學生學會如何用事例闡明自己的觀點，并且學會如何根據不同同學的反映使討論繼續下去，并最終得出結論。
writing
1 了解報告的格式和寫作特點。
2 學會按邏輯順序列出報告的標題。
3 最終完成一份完整的報告的寫作。
�。ㄈ┲攸c和難點
listening
確保學生掌握如下詞匯：page 86: survey, treatment, respiratory, wrist, equipment, ,furniture, accountant, surname, desirable.
指導學生進行速記。
speaking
學會在小組成員表現各異的情況下順利進行討論，并掌握一些有用的句型。
writing
根據所給信息寫出完整的報告。
二、教學設計（teaching designs）
教學內容 教學實施建議 教學資源參考
listening pre-listening 在聽之前，創設環境，要求學生明確聽力任務，即學會抓住關鍵詞，掃清在聽力材料中出現的困難詞匯(survey, surname, respiratory, treatment, accountant,desirable)，提高聽的效果。
while-listening誘發學生聽的興趣。
post-listening 要求學生小組活動，找兩個同學，一個負責調查該公司健康隱患的官員對另一個假扮公司員工的同學進行采訪，其余人進行記錄，看是否能抓住主要內容。
具體處理這部分內容的建議見[鏈接1]。 《牛津英語教學參考》page 87
speaking 作為group leader要學會引導和組織反映和表現不同的同學圍繞主題，運用所給句型和詞組進行討論，最終得出結論，完成任務。后面設計的練習也符合學生的認知發展規律，循序漸進，從簡單到復雜，鍛煉學生的能力。
writing 看清各幅圖畫所要表達的意思。
要求學生注意報告的寫作格式，并養成在寫作前先列出提綱的習慣，按邏輯順序把各段的標題先列好。
恰當使用課文所提供的短語，完整、連貫地完成報告的寫作。
可以在寫作完成后，互相交流，進行修改。
具體處理這部分內容的建議見[鏈接2]。
[鏈接1]
說明：
建議聽說結合：在說的基礎上，引入聽的內容，要求學生學會捕捉關鍵詞，并進行速記。
listening
1 pre-listening (page 86)
1) get familiar with the new words (survey, surname, accountant, treatment, respiratory, wrist, desirable, equipment, furniture).
2) introduce the task to the students, that is , to recognize the key words; to learn to fill in the form.
2 while listening
1) according to the form, guess what information you are going to fill in the blanks.
2) listen to the passage, and fill in the blanks.
3) tell the students this is the conversation between two people, whose aim is to interview the employee in the company , and know about health problems and office conditions.
3 post-listening
after the listening , ask students to imitate a similar conversation, and ask other students to write down key words.
[鏈接2]
說明：
通過這一部分的學習，讓學生弄清各副圖所表達的意思，并列出各段的標題，從而讓學生養成寫作前列提綱的習慣。
writing
step one pre-writing --- to introduce the rules of writing a report.
students should first review the text of “sick buildings”, knowing the layout of a report.
students should find out how many sub-headings there are in the report, and how the writer illustrates each sub-heading.
students look at page 97, knowing what these pictures are about.
according to the features of a report offered on page 96, students should have a frame of the report in their minds.
step two while-writing
students should follow the frame and write the report with the useful phrases offered on page 97.
students should pay special attention to the way to illustrate each sub-heading.
students should also pay attention to the coherence of the whole report
step three post-writing
students read out their reports in groups, trying to correct the mistakes if any, and make sure that a brief opening paragraph and the conclusion have been included in the report.
2023屆高三英語sick buildings教案 篇2
chapter5. sick buildings-grammar
一、章節分析
（一）綜述
本章節主要語法---名詞后面接不定式及介詞短語做定語的情況，wh-ever句型并告訴學生不定式在英語中的重要作用。
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學習名詞后面接不定式和介詞短語，名詞所有格的用法，及wh-ever句型，以達到以下目標：學會描繪名詞的不同方法，以更好地表達自己的思想感情并與他人交流。
（三）教學方法
自由會話加歸納法。（通過對于課文和日常生活的談論，讓學生覺得，英語語法就在我們的日常生活中，克服畏難情緒。）
（四）重點和難點
三種用法都要認真對待，難點放在a。
二、教學設計（teaching designs）
教學內容 教學實施建議 教學資源參考
lead –in 1. warming up
ask students to find out noun phrases followed by the infinitive, prepositions ， possession with nouns，and wh-ever sentence patterns. cxford englsih 課本
practice 引導學生將文中的名詞后面接不定式和介詞短語的詞組找出后，歸納和總結出不定式及介詞短語做定語的特點。
找出wh-ever句型，介紹它們充當讓步狀語的不同情形，并要求學生自己運用此類句型造句。 cxford englsih 課本
exercises and homework 教師自編題目和書后練習結合操練 cxford englsih 課本以及課后練習
本單元的語法部分重點是名詞后面接不定式、介詞短語，名詞所有格和wh-ever句型。1.a good chance to install a better lighting system
2. the present manager of the company, a mixture of 20％ fresh air and 80％ recycled air
3. the men’s and women’s wash-rooms, three days’ time
4.whoever i talked to, they complained of illness.
我們在教學過程中，可以通過復習課文中的一些句型和短語來開始。
[鏈接1]
說明：
這是一份關于名詞后接不定式，介詞短語，名詞所有格和wh-ever句型的教案。
teaching procedures:
i. warming up
ask students to find out noun phrases followed by the infinitive, prepositions ， possession with nouns，and wh-ever sentence patterns.
2. leading-in
根據所找出的名詞后接不定式、介詞短語，名詞所有格和wh-ever句型的例子，總結和歸納出不定式做定語的用法，和wh-ever句型的使用。
3. doing more practice:
接著和學生一起完成書中各部分的練習。
4. consolidation
translate the following sentences into english, using the infinitive，prepositions and wh-ever sentences.
1. 昨天誰是第一個爬上山頂的人？
2. 他是一個可以依賴的人。
3. 我手頭沒有寫字的筆。
4. 這位老人正在尋找一個安靜的居住場所。
5. 因為有這么多的問題要解決，他處境艱難。
6. 他對我的提議的反應暗示著他很不滿。
7. 沒有什么禮物能取代他母親送他的手表。
8. 無論他做什么，都無法使他老板滿意。
9. 明天將要舉行的會議非常重要。
key for reference:
1. who was the first one to get to the top of the mountain yesterday?
2. he is the man to depend on.
3. i have no pen to write with at hand.
4. the old man is looking for a quiet place to live.
5. with so many problems to solve, he is having a hard time.
6. his reaction to my suggestion implied that he was not satisfied.
7. there is no substitute for the watch, sent by his mother as a gift.
8. whatever he did, he couldn’t satisfy his boss.
9. the meeting to be held tomorrow is very important.
2023屆高三英語sick buildings教案 篇3
chapter5. sick buildings -indoor air quality problems
(more language input)
一、 章節分析
�。ㄒ唬┚C述
本章節是補充閱讀材料，對影響室內空氣質量的原因，可能帶來了后果及應采取的措施進行了論述。
本課的任務有兩個：
1 學生通過對課文的學習。掌握一些核心詞匯，例如：occupant, awareness, accumulate, meanwhile, sensitive, occupancy, urbanization, manufactured等。
2 通過學習課文，了解室內空氣質量問題，并學習議論文的寫作方法。
�。ǘ╅喿x目標
1 知識目標
學習課文中重點詞、詞組、句型和語法。
2 能力目標
進一步提高學生的閱讀理解能力和培養學生的閱讀技巧。
3 情感目標
將所學內容和實際生活緊密結合起來，增強大家的環保意識。
�。ㄈ┙虒W方法
采用任務型教學法組織教學，通過聽說，討論等具體活動，達到教學效果。
（四）重點和難點
詞匯學習
1) 核心詞匯
occupant
awareness
manufactured
accumulate
sensitive
pollutant
specific
urbanization
2) 拓展詞匯
emit
exhaust
inhale
ventilation
respiratory
3) 詞組和短語
an awareness of
increase the risks of
be sensitive to
in particular
on top of the list
cause serious problems
二、 教學設計（teaching designs）
教學內容 教學實施建議 教學資源參考
pre-reading 讓學生閱讀一組數據和對事實的描述，然后引出這堂課的主題：iaq plays an important part in people’s life.
while-reading 這是本課的主體部分，也是老師要處理的重點，既要引導學生學習重點詞匯和句型，又要提高學生的閱讀理解能力，培養學生的閱讀技巧。
要求學生找出每一段的主題句，了解這篇文章的結構并完成第99頁上a2的練習。
要求學生分段閱讀，了解每段的具體信息并學會根據上下問猜測詞義，完成第98頁a1中的練習。
�。ㄊ谡n中的教案見鏈接1）
post-reading 這是課文的拓展部分。要求學生分組討論所在教室的污染源，并找出減少教室內污染的方法。
[鏈接1]
說明：
本部分建議采用任務型閱讀教學的方法，提高學生閱讀理解能力，培養學生的閱讀技巧。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 exercise 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 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, 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?