1. Reading: Indoor Air pollution in school
For my summary writing,
1. Sometimes I leave out key points in my summary(遗 漏主要信息)□YES □NO
2. Sometimes I include supporting points in my summary (加入次要信息). □YES □NO
3. Sometimes my summary doesn't reflect the structure of the original passage(不能反映原文篇章结构) □YES □NO

2. our goal:
to develop a set of reading strategies (阅读策略) which can be applied to all summary writing task.
focus on:
1. to learn to analyzing the structure of paragraph(篇 章结构) with the help of discourse markers(语篇标志 词) so as to make sure about the key points
2. to learn to make an outline of the passage

3. Fast reading
Read fast and find the topic sentences of each paragraph.

4. What is the genre(体裁) of the text?
A. narrative (记叙文)
B. argumentative (议论文)
C. expository(说明文)
Typical structures（篇章结构） of expository:
1. comparison
2. problem---cause---result---solution
3. in the order of time
4. introduction of a subject---characteristics of the subject

5. Para 1: Generally speaking, a school has far more occupants per square metre than an office building. The fact is that with increasing urbanization（城市化）, the student population in many schools is still growing. Therefore, an awareness of possible indoor air quality problems is important for teachers and students alike.

6. Para 1: Generally speaking, a school has far more occupants per square metre than an office building. The fact is that with increasing urbanization（城市化）, the student population in many schools is still growing. Therefore, an awareness of possible indoor air quality problems is important for teachers and students alike.

7. Para 1: Generally speaking, a school has far more occupants per square metre than an office building. The fact is that with increasing urbanization（城市化）, the student population in many schools is still growing. Therefore, an awareness of possible indoor air quality problems is important for teachers and students alike.

8. Para 2
Most indoor air pollution in schools comes from sources inside the school building. For example, photocopiers, manufactured wood products like desks and chairs, and carpeting cleaning products and pesticides（杀虫剂） may all emit（散发） harmful elements into the air. Other pollutants may also accumulate in specific areas such as laboratories and toilets. Meanwhile, outdoor air that enters a school building through windows and other openings can also bring vehicle exhausts into the classrooms. outdated ventilation systems in some older schools increase the risks of indoor air quality problems.

9. Para 3:
Poor indoor air quality can cause serious respiratory problems. Younger students in particular are affected. Children’s breathing systems are still developing. They are more sensitive to the air pollutants. Children also have higher breathing rates than adults. As a result, they are likely to take in more of the pollutants than adults do.

10. Para 3:
Poor indoor air quality can cause serious respiratory problems. Younger students in particular are affected. Children’s breathing systems are still developing. They are more sensitive to the air pollutants. Children also have higher respiratory rates than adults. As a result, they are likely to take in more of the pollutants than adults do. ?

11. Para 3:
Poor indoor air quality can cause serious respiratory problems. Younger students in particular are affected. Children’s breathing systems are still developing. They are more sensitive to the air pollutants. Children also have higher respiratory rates than adults. As a result, they are likely to take in more of the pollutants than adults do. ?

12. Para 4:
There is a lot that we can do and should do. For instance, increasing ventilation(换气) rates, banning smoking, storing paints and pesticides in closed containers, and using those pollutant sources in periods of low or no occupancy are all easy and effective means to prevent the problems. Of course, of all the measures to take, education is on top of the list. When everyone in the school fully understands the matter, a safer and healthier learning environment with cleaner air can be created.

13. What is the genre of the text?
A. narrative (记叙文)
B. argumentative (议论文)
C. expository(说明文)
The structure of the text is _______.
A. comparison
B. problem---cause---result---solution
C. in the order of time
D. introduction of a subject---characteristics of the subject
comparison

14. Careful reading

15. Para 2
Most indoor air pollution in schools comes from sources inside the school building. For example, photocopiers, manufactured wood products like desks and chairs, and carpeting cleaning products and pesticides（杀虫剂） may all emit（散发） harmful elements into the air. Other pollutants may also accumulate in specific areas such as laboratories and toilets. Meanwhile, outdoor air that enters a school building through windows and other openings can also bring vehicle exhausts into the classrooms. Outdated venditation systems in some older schools increase the risks of indoor air quality problems.
Circle discourse markers(语篇标志词).

16. What is the structure of Para 2. A. (1)(2)(3) B. (1)(2) C
What is the structure of Para 2? A. (1)(2)(3) B. (1)(2) C. (1)(2) (4)(5) (3) (3)(4) (4) (5) (5) Based on the structure analysis, there are _____ causes for indoor air pollution.
four

17. key words for 4 causes Para 2
Most indoor air pollution in schools comes from sources inside the school building. For example, photocopiers, manufactured wood products like desks and chairs, and carpeting cleaning products and pesticides（杀虫剂） may all emit（散发） harmful elements into the air. Other pollutants may also accumulate in specific areas such as laboratories and toilets. Meanwhile, outdoor air that enters a school building through windows and other openings can also bring vehicle exhausts into the classrooms. Outdated venditation systems in some older schools increase the risks of indoor air quality problems.
key words for 4 causes

18. Para 2
Most indoor air pollution in schools comes from sources inside the school building. For example, photocopiers, manufactured wood products like desks and chairs, and carpeting cleaning products and pesticides（杀虫剂） may all emit（散发） harmful elements into the air. Other pollutants may also accumulate in specific areas such as laboratories and toilets. Meanwhile, outdoor air that enters a school building through windows and other openings can also bring vehicle exhausts into the classrooms. Outdated venditation systems in some older schools increase the risks of indoor air quality problems.
key words

19. Para 2
Most indoor air pollution in schools comes from sources inside the school building. For example, photocopiers, manufactured wood products like desks and chairs, and carpeting cleaning products and pesticides（杀虫剂） may all emit（散发） harmful elements into the air. Other pollutants may also accumulate in specific areas such as laboratories and toilets. Meanwhile, outdoor air that enters a school building through windows and other openings can also bring vehicle exhausts into the classrooms. Outdated venditation systems in some older schools increase the risks of indoor air quality problems.
key words

20. Para 2
Most indoor air pollution in schools comes from sources inside the school building. For example, photocopiers, manufactured wood products like desks and chairs, and carpeting cleaning products and pesticides（杀虫剂） may all emit（散发） harmful elements into the air. Other pollutants may also accumulate in specific areas such as laboratories and toilets. Meanwhile, outdoor air that enters a school building through windows and other openings can also bring vehicle exhausts into the classrooms. Old air conditioning systems in some older schools increase the risks of indoor air quality problems.
key words

21. problem: indoor air quality problem, awareness
outline
problem: indoor air quality problem, awareness
causes ___________________________
___________________________
sources inside school buildings
areas such as labs/toilets
outdoor air
old air-conditioning system

22. Reading strategy to read a paragraph for summary
pay attention to the discourse markers(语篇标志词)
analyze the structure of the paragraph (篇章结 构)with the help of discourse markers
find the key words
make an outline

23. Try out the strategy for Para 3-4
Work with your classmates to finish the steps: 1. circle discourse markers(语篇标志词) 2. divide the paragrapg into parts with // 3. find the key words 4. complete the outline

24. Read and circle discourse markers
Para 3: (1)Poor indoor air quality can cause serious respiratory problems. (2)Younger students in particular are affected. (3)Children’s breathing systems are still developing. (4)They are more sensitive to the air pollutants. (5)Children also have higher respiratory rates than adults. (6)As a result, they are likely to take in more of the pollutants than adults do.
Two
r______
reasons

25. divide the paragraph into several parts with //
Para 3: (1)Poor indoor air quality can cause serious respiratory problems. (2)Younger students in particular are affected. (3)Children’s breathing systems are still developing. (4)They are more sensitive to the air pollutants. (5)Children also have higher respiratory rates than adults. (6)As a result, they are likely to take in more of the pollutants than adults do.
Topic sentences //
Two
r______
reasons //

26. key words
Para 3: (1)Poor indoor air quality can cause serious respiratory problems. (2)Younger students in particular are affected. (3)Children’s breathing systems are still developing. (4)They are more sensitive to the air pollutants. (5)Children also have higher respiratory rates than adults. (6)As a result, they are likely to take in more of the pollutants than adults do. //
Two
r______
reasons //

27. key words?
Para 3: (1)Poor indoor air quality can cause serious respiratory problems. (2)Younger students in particular are affected. (3)Children’s breathing systems are still developing. (4)They are more sensitive to the air pollutants. (5)Children also have higher respiratory rates than adults. (6)As a result, they are likely to take in more of the pollutants than adults do. //
Two
r______
reasons //

28. key words?
Para 3: (1)Poor indoor air quality can cause serious respiratory problems. (2)Younger students in particular are affected. (3)Children’s breathing systems are still developing. (4)They are more sensitive to the air pollutants. (5)Children also have higher respiratory rates than adults. (6)As a result, they are likely to take in more of the pollutants than adults do. //
Two
r______
reasons //

29. key words?
Para 3: (1)Poor indoor air quality can cause serious respiratory problems. (2)Younger students in particular are affected. (3)Children’s breathing systems are still developing. (4)They are more sensitive to the air pollutants. (5)Children also have higher respiratory rates than adults. (6)As a result, they are likely to take in more of the pollutants than adults do. //
Two
r______
reasons //

30. outline problem: indoor air quality problem, awareness causes ___________________________ ___________________________ results ________________ _______________
sources inside school buildings
areas such as lab/toilet
outdoor air
outdated ventilation system
respiratory problem, younger students
breathing system, developing
higher respiration rates

31. discourse markers? Para 4:
There is a lot that we can do and should do. For instance, increasing ventilation(换气) rates, banning smoking, storing paints and pesticides in closed containers, and using those pollutant sources in periods of low or no occupancy are all easy and effective means to prevent the problems. Of course, of all the measures to take, education is on top of the list. When everyone in the school fully understands the matter, a safer and healthier learning environment with cleaner air can be created.

32. // // divide the paragraph? Para 4:
(1)There is a lot that we can do and should do. (2)For instance, increasing ventilation(换气) rates, banning smoking, storing paints and pesticides in closed containers, and using those pollutant sources in periods of low or no occupancy are all easy and effective means to prevent the problems. (3)Of course, of all the measures to take, education is on top of the list. (4)When everyone in the school fully understands the matter, a safer and healthier learning environment with cleaner air can be created. // //

33. key words?
Para 4:
(1)There is a lot that we can do and should do. (2)For instance, increasing ventilation(换气) rates, banning smoking, storing paints and pesticides in closed containers, and using those pollutant sources in periods of low or no occupancy are all easy and effective means to prevent the problems. (3)Of course, of all the measures to take, education is on top of the list. (4)When everyone in the school fully understands the matter, a safer and healthier learning environment with cleaner air can be created. // //

34. key words?
Para 4:
(1)There is a lot that we can do and should do. (2)For instance, increasing ventilation(换气) rates, banning smoking, storing paints and pesticides in closed containers, and using those pollutant sources in periods of low or no occupancy are all easy and effective means to prevent the problems. (3)Of course, of all the measures to take, education is on top of the list. (4)When everyone in the school fully understands the matter, a safer and healthier learning environment with cleaner air can be created. // //

35. Should we put examples in the summary or leave all examples out?
Para 4:
There is a lot that we can do and should do.// For instance, increasing ventilation(换气) rates, banning smoking, storing paints and pesticides in closed containers, and using those pollutant sources in periods of low or no occupancy are all easy and effective means to prevent the problems.// Of course, of all the measures to take, education is on top of the list. When everyone in the school fully understands the matter, a safer and healthier learning environment with cleaner air can be created.

36. include ONE example in the summary
Para 4:
There is a lot that we can do and should do.// For instance, increasing ventilation(换气) rates, banning smoking, storing paints and pesticides in closed containers, and using those pollutant sources in periods of low or no occupancy are all easy and effective means to prevent the problems.// Of course, of all the measures to take, education is on top of the list. When everyone in the school fully understands the matter, a safer and healthier learning environment with cleaner air can be created.

37. include ONE example in the summary
Para 4:
There is a lot that we can do and should do.// For instance, increasing ventilation(换气) rates, banning smoking, storing paints and pesticides in closed containers, and using those pollutant sources in periods of low or no occupancy are all easy and effective means to prevent the problems.// Of course, of all the measures to take, education is on top of the list. When everyone in the school fully understands the matter, a safer and healthier learning environment with cleaner air can be created.

38. include ONE example in the summary
Para 4:
There is a lot that we can do and should do.// For instance, increasing ventilation(换气) rates, banning smoking, storing paints and pesticides in closed containers, and using those pollutant sources in periods of low or no occupancy are all easy and effective means to prevent the problems.// Of course, of all the measures to take, education is on top of the list. When everyone in the school fully understands the matter, a safer and healthier learning environment with cleaner air can be created.

39. outline problem: indoor air quality problem, awareness causes ___________________________ ___________________________ results ________________ _______________ solution _____________ ______________ _____________
sources inside school buildings
areas such as lab/toilet
outdoor air
outdated ventilation system
respiratory problem, younger students
breathing system, developing
higher respiration rates
e.g. ban smoking
a lot
education on top of list

40. summary of reading strategy for summarizing
1. read fast to find t_______ s_________. 2. decide the s_________(篇章结构)of the passage according to its genre(体裁) and topic sentences. 3. read carefully each paragraph. Pay attention to d_________ m_______( 语篇标志词). Analyze the s________(篇章结构) of the parahraph with the help of discourse markers. 4. find k______ w_______(关键词) and make an o__________（提纲）
topic sentences
structure
discourse markers
structure
key words
outline

41. read / key words/ outline paraphrase key words organize the key words into sentences and then a parahraph with linking words

42. Paraphrase key words(用自己话表达)
result: respiratory problems, younger students
breathing system, developing
higher respiratory rates
breathing diseases
children
less developed
higher breathing speed

43. Use linking words (连接词) or clauses (从句) to organize the key words into a sentence
result: respiratory problems, younger students
breathing systems, developing
higher respiratory rates
This pollution can result in ____________________________
__________________________________________________
breathing diseases
children
less developed
higher breathing speed
breathing diseases in children who
have less developed breathing systems and higher breathing speed

44. practise: summarize Para 4
solution: a lot e.g. ban smoking education, on top of the list ________________________________________
There are many solutions, such as stopping smoking, but the most important is to educate people

45. Homework
1. write a summary of the whole passage based on the outline.
remember to paraphrase the key words
use linking words and

46. write a summary based on the outline. 1) paraphrase
outline problem: indoor air quality problem, awareness causes ___________________________ ___________________________ results ________________ _______________ solution _____________ ______________ _____________
sources inside school buildings
write a summary based on the outline.
1) paraphrase
2) use linking words and
areas such as lab/toilet
outdoor air
outdated ventilation system
respiratory problem, younger students
breathing system, developing
higher respiration rates
e.g. ban smoking
a lot
education on top of list

47. As for examples:
Usually we don't put examples in summary, but if the examples are important , we should we include ONE of them in the summary.

48. discourse markers(语篇标志词)
e.g. firstly, secondly, finally... besides, what's more, meanwhile, some...others.... however, but.... therefore, as a result... for example, for instance