2023届高三英语sick buildings教案（精选3篇）
2023届高三英语sick buildings教案 篇1
chapter5. sick buildings-listening, speaking, using english, writing
一、章节分析 （section analysis ）
(一) 综述
本章节是语言运用部分。通过听，说，写方面的训练，提高学生语言词汇方面的能力，加强他们运用语言知识来表达思想感情的能力。教会学生报告的写作方式。
（二）目标
listening
帮助学生学会捕捉谈话中的主要信息，并完成表格的填充。
speaking
帮助学生学会如何用事例阐明自己的观点，并且学会如何根据不同同学的反映使讨论继续下去，并最终得出结论。
writing
1 了解报告的格式和写作特点。
2 学会按逻辑顺序列出报告的标题。
3 最终完成一份完整的报告的写作。
（三）重点和难点
listening
确保学生掌握如下词汇：page 86: survey, treatment, respiratory, wrist, equipment, ,furniture, accountant, surname, desirable.
指导学生进行速记。
speaking
学会在小组成员表现各异的情况下顺利进行讨论，并掌握一些有用的句型。
writing
根据所给信息写出完整的报告。
二、教学设计（teaching designs）
教学内容 教学实施建议 教学资源参考
listening pre-listening 在听之前，创设环境，要求学生明确听力任务，即学会抓住关键词，扫清在听力材料中出现的困难词汇(survey, surname, respiratory, treatment, accountant,desirable)，提高听的效果。
while-listening诱发学生听的兴趣。
post-listening 要求学生小组活动，找两个同学，一个负责调查该公司健康隐患的官员对另一个假扮公司员工的同学进行采访，其余人进行记录，看是否能抓住主要内容。
具体处理这部分内容的建议见[链接1]。 《牛津英语教学参考》page 87
speaking 作为group leader要学会引导和组织反映和表现不同的同学围绕主题，运用所给句型和词组进行讨论，最终得出结论，完成任务。后面设计的练习也符合学生的认知发展规律，循序渐进，从简单到复杂，锻炼学生的能力。
writing 看清各幅图画所要表达的意思。
要求学生注意报告的写作格式，并养成在写作前先列出提纲的习惯，按逻辑顺序把各段的标题先列好。
恰当使用课文所提供的短语，完整、连贯地完成报告的写作。
可以在写作完成后，互相交流，进行修改。
具体处理这部分内容的建议见[链接2]。
[链接1]
说明：
建议听说结合：在说的基础上，引入听的内容，要求学生学会捕捉关键词，并进行速记。
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.
[链接2]
说明：
通过这一部分的学习，让学生弄清各副图所表达的意思，并列出各段的标题，从而让学生养成写作前列提纲的习惯。
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届高三英语sick buildings教案 篇2
chapter5. sick buildings-grammar
一、章节分析
（一）综述
本章节主要语法---名词后面接不定式及介词短语做定语的情况，wh-ever句型并告诉学生不定式在英语中的重要作用。
（二）目标
学习名词后面接不定式和介词短语，名词所有格的用法，及wh-ever句型，以达到以下目标：学会描绘名词的不同方法，以更好地表达自己的思想感情并与他人交流。
（三）教学方法
自由会话加归纳法。（通过对于课文和日常生活的谈论，让学生觉得，英语语法就在我们的日常生活中，克服畏难情绪。）
（四）重点和难点
三种用法都要认真对待，难点放在a。
二、教学设计（teaching designs）
教学内容 教学实施建议 教学资源参考
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 课本
practice 引导学生将文中的名词后面接不定式和介词短语的词组找出后，归纳和总结出不定式及介词短语做定语的特点。
找出wh-ever句型，介绍它们充当让步状语的不同情形，并要求学生自己运用此类句型造句。 cxford englsih 课本
exercises and homework 教师自编题目和书后练习结合操练 cxford englsih 课本以及课后练习
本单元的语法部分重点是名词后面接不定式、介词短语，名词所有格和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.
我们在教学过程中，可以通过复习课文中的一些句型和短语来开始。
[链接1]
说明：
这是一份关于名词后接不定式，介词短语，名词所有格和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
根据所找出的名词后接不定式、介词短语，名词所有格和wh-ever句型的例子，总结和归纳出不定式做定语的用法，和wh-ever句型的使用。
3. doing more practice:
接着和学生一起完成书中各部分的练习。
4. consolidation
translate the following sentences into english, using the infinitive，prepositions and wh-ever sentences.
1. 昨天谁是第一个爬上山顶的人？
2. 他是一个可以依赖的人。
3. 我手头没有写字的笔。
4. 这位老人正在寻找一个安静的居住场所。
5. 因为有这么多的问题要解决，他处境艰难。
6. 他对我的提议的反应暗示着他很不满。
7. 没有什么礼物能取代他母亲送他的手表。
8. 无论他做什么，都无法使他老板满意。
9. 明天将要举行的会议非常重要。
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届高三英语sick buildings教案 篇3
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
occupant
awareness
manufactured
accumulate
sensitive
pollutant
specific
urbanization
2) 拓展词汇
emit
exhaust
inhale
ventilation
respiratory
3) 词组和短语
an awareness of
increase the risks of
be sensitive to
in particular
on top of the list
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。
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。
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。
[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 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?