Unit7 教案 2022-2023 牛津译林英语七年级下册

这是一份Unit7 教案 2022-2023 牛津译林英语七年级下册，共15页。

Title
7B unit 7　Period 1 Welcome to the unit
Teaching objectives:
1. learn the use of “can” and “can’t”;
2. talk about ways to help others;
3. learn to be polite and helpful to others.
Teaching key points and difficult points:
1. Phrases: give a seat to someone, on the bus, collect things for Project Hope, visit an old people’s home
2. Structures:
How cool!
Believe it or not!
Some families are not even able to pay for pens and notebooks.
Teaching methods:Task-based approach，Scene pedagogy and Teaching with humor
Teaching Procedures
Designing aims
Step1: Lead in
1. Free talk (open questions)
T: Today we’ll learn Unit 7—Abilities. Are you a helpful person? OK, I will ask you some questions:
(1) Can you help your classmates with their homework?
(2) Can you look after the things in our classroom?
(3) Can you keep our classroom clean and tidy?
2. What can he do?
T: Different people have different abilities. Look at the pictures on the screen, and tell me what each person can do.
T: Look at the first picture. What can the boy do?
S: He can sweep the floor.
T: What about the second picture?
S: He can play football.
T: What can this boy do?
S: He can play tennis.
T: What can the man do?
S: He can play basketball very well.
T: What ability/əˈbɪləti/does he have?
S: He has the ability to play basketball very well.
T: Let’s move on. What ability does the monkey have?
S: It has the ability to ride a bike.
T: What ability do birds have?
S: They have the ability to fly
对学生日常学习生活中力所能及的事情进行询问，迅速进入本节课的话题。
通过图片教学，引出单词ability，鼓励学生反复操练have the ability to do sth，也为引出Comic strip的内容做好了铺垫。
Step2:Presentation
1.Free talk
T: Do you believe /bɪˈliːv/dogs have the ability to fly? What about Eddie? Do you believe he can fly like Superman? OK, let’s learn comic strip.
2. Listen and answer
T: Listen to the tape and answer the following three questions. Read the questions together first.
(1) What does Eddie want to be?
(2) What does Eddie want to do?
(3) What happened to Eddie?
T: Please take out a piece of paper, and write down the answers on it while listening. Don’t forget to close your English books.
(after listening) T: Please answer my questions.
S1: He wants to be Super dog.
S2: He wants to fly.
S3: He fell down
1. Role-play
T: Read the dialogue in pairs and try to recite each sentence.
T: Work in pairs. One will play the role of Eddie, the other Hobo. Act the dialogue out.
利用图片导入对话，让学生准备一张纸，边听边写下答案，这样做可以确保学生集中注意力，而不是盲目地听信息。让学生参与角色扮演，帮助他们体会卡通人物的个性。
Step3:PartB
1. Listen and answer
T: Daniel and his classmates are talking about what they can do to help others. Listen to the tape, and then answer the following questions.
(1) Who will they help?
(2) What are some families not able to do?
2. Listen and read
T: Read after the tape and then I’ll ask five of you to read in roles.
T: Now we’ll do a survey to see if you are a polite and helpful person.
T: Think about what you should do next to be a polite and helpful person.
T: Always get ready to give a hand to others because it’s better to give than to take and God help those who help others
为学生创设日常生活中经常发生的情境，让他们对照自身的言行举止并考虑如何改正不足，鼓励学生成为乐于助人的中学生
Step4:Practice
1. Show a map of the world. Here’s a map of the world. Look at it and tell me the countries you know about. Get the students to talk about their own experiences. Then ask them ‘Do you want to travel to foreign countries?(Yes.) Do you know about these places?’
2.Elicit what they know about the countries and their capitals. We can use the pictures (Mount Fuji, the Statue of Liberty, the Eiffel Tower, Big Ben, Saint Basil’s Cathedral). Look at the pictures in my hand. Do you know the name of this famous building? Do you know where it is? Write these places on the blackboard and read aloud.
3. To talk about more countries, we can use a world map and at the same time we talk about some famous places in the countries.
Show more pictures and teach the famous places that are going to appear in the reading material. Ask questions: ‘Which country is it in? Which city is it in.?’
1. Discuss: Why do people travel a lot?
对所学知识进行运用，达到巩固作用，并对所学知识进行拓展，开阔学生眼界，渗透情感教育。
Step5: Homework
1. Remember new words and useful expressions.
2. Recite Comic strip and Part B.
3. Preview Reading.
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语言运用能力。
Title
7B unit 7　Period 2 Reading 1
Teaching objectives:
1. 1. learn about a brave young man Lin Tao;
2. use proper expressions to describe dangerous situations;
3.infer the general idea of the article from its title and picture.
Teaching key points and difficult points:
1. Phrases: put out the fire, be in hospital, rush into, be careful with, be alone, be badly hurt
2. Structures:
What a brave young man!
Fire is dangerous. We should be careful with fire.
Be careful with fireworks.
Don’t play with matches.
Don’t put anything hot into the rubbish bin.
Keep your hair away from fire.
3.The understanding of some long sentences.
Teaching methods:Task-based approach，Scene pedagogy and Teaching with humor
Teaching Procedures
Designing aims
Step1: lead in
T: Hello, boys and girls. Today we will learn Reading of Unit 7. (同时板书What a brave young man!)Do you want to be a helpful person like Spider-man?
T: With great power comes great responsibility. So we should use our abilities to help others. Today we are going to learn about a helpful young man called Lin Tao.
以电影《蜘蛛侠》中的台词导入本节课，激发学生对本节课的好奇心，同时鼓励他们乐于助人
Step2:Presentation
Task 1: New words
1. Learn new words
T: Look at the title first: What a brave young man!“Brave” means “not afraid”.
T:Have you noticed Sunshine daily above the title? It means the passage is a piece of news from a newspaper.(教师领读单词brave、news、newspaper)
T: Fire is useful, but sometimes it can be dangerous. If we are not careful with it, it can burn things or even hurt us. Even forests and tall buildings can be burnt in a big fire. So keep yourself away from fire. (教师讲解并领读单词careful、burn、hurt)
2. If there is a fire ...
T: What should we do if there is a fire?
S: We can shout for help.
S: We can also call 119.
S: We can run out of the building as quickly as we can.
T: When rushing out of the building, we can put a wet blanket over ourbody.
3. Matching exercises
T: Read the six words on the screen, and match each of them with the right picture.
T: Pay attention to the following language points.
The boy is pouring water over his head. (板书pour …over)
The plural form of fireman is firemen.
The doll is nodding its head. (板书nod—nodding—nodded)
T: Match the words on the left with the meanings on the right.

Task2: Fast reading
1. Read and answer
T: Read the passage carefully and choose the right answer: What’s the main idea of the passage?
S: We should choose C.(教师板书save…from)
2. Divide the article into three parts
T: Let’s divide the article into three parts according to the three pictures. Which paragraph(s) is Part 1 Para 1
Part 2 Paras 2—3
Part 3 Paras 4—6

Task3: Detail reading
1. Para 1
T: Please read the first paragraph and answer the questions:
(1) How old is Lin Tao?
(2) Why was he brave?
2. Para 2
T: Read Para.2 after the tape and do the True or False exercise.
(1) Lin Tao was at school alone on 10May.
(2) He heard someone shouting “Fire! Fire! Help!”
(3) The 78-year-old Mrs Sun couldn’t get out of the bathroom because her left leg was hurt.
3. Para. 3
T: Read Para. 3 after the tape, and put the following sentences in the right order. Describe how Lin Tao saved his neighbour with the structure “First …Then … Later ...”
4. Paras 4—6
T: Choose the correct answers while reading.
(1) Which part of his body did fire burn?
A. neck B. arms C. face
(2) How long did Lin Tao stay in hospital?
A. two days B.two months C. two weeks
(3) What did many people give him?
A.money B. flowers C. presents
(4) What did Lin Tao think of fire?
A. helpful B. dangerous C. Careful

通过分段，让学生对课文有了更清晰的层次感。分段处理文本，帮助学生更为扎实、到位地理解课文。练习设计多样化，避免了形式过于单一
Step3:practice
Task 4: Thinking & practice
1. What do you think of Lin Tao?
helpful, brave, careful, clever
2. Act the dialogue out
T: A radio reporter interviewed Lin Tao because of his brave behaviour. Please make up a dialogue between the reporter and Lin Tao. Then I will ask some groups to act the dialogue out.
3. How to be careful with fire
(1) Fire around us
T: If we are not careful, fire may happen around us. Two big companies caught fire a few months ago. One is Hynix and the other is Tripod.
(2) Finish Part C
T: Fire is dangerous. Do you know how to be careful with fire? Please finish Part C on Page 84.
4. Complete the passage
To be a little fire guard
Fire is useful in our everyday life, but it can be very d_________. So we must keep a_______ from all the things which can easily catch f_______. We should be careful with m_________. Don’t put anything h______ into the r_________ bin. When we find a fire in our building, we should c_______ 119 at once. At the same time we should shout “Fire!” to call our n_________ out. If the fire is hard to control, don’t be a________. Leave the building as q__________ as possible. Do remember we mustn’t go back to the building until the f________ come to p_______ it out.
5. Group discussion
T: What can we learn from today’s lesson?

采用编对话的形式，让学生回顾全文，加强练习
Step4: Homework
1. Finish exercises on Pages 83&84.
2. Write a short passage to recommend Lin Tao for the Bravery Award(英勇奖).
3. Search for more information about fire safety.
加强巩固

Title
7B unit 7　Period 3 Reading 2
Teaching objectives:
3. further understand the article;
4. use proper adjectives to describe people’s behaviour and character.
Teaching key points and difficult points:
1. Phrases: put out the fire, be in hospital, rush into, be careful with, be alone, be badly hurt
2. Structures:
What a brave young man!
Fire is dangerous. We should be careful with fire.
Be careful with fireworks.
Don’t play with matches.
Don’t put anything hot into the rubbish bin.
Keep your hair away from fire
3.The understanding of some long sentences.
4.Grasp the language points in the article.
Teaching methods: Task-based approach，Scene pedagogy and Teaching with humor
Teaching Procedures
Designing aims
Step1: Lead in
T: Today we’ll learn Reading (2) of Unit 7. How much do you know about the brave young man Lin Tao?
检测学生对阅读第一课时的掌握情况，进入复习环节
Step2: Revision
1. Basic information about the article
T: Let’s complete the table on the screen.
2. Summary
T: Work in pairs and finish the summary of this passage.
以表格的形式，带领学生一起复习学过的第一课时，让学生回忆课文细节，并熟练掌握过去式，让学生完成故事梗概，帮助他们进一步熟悉文章内容，也为接下来的语言点教学做铺垫
Step3: Language points
1. 79-year-old
He went in and found his neighbour, the 79-year-old Mrs Sun, in the kitchen
T: 79-year-old is an adjective, and it is used as an attributive. It means that Mrs Sun is 79 years old.Look at the sentence below.
The 6-year-old boy is my brother. It means my brother is 6 years old.
Please finish the exercises:
(1) The baby is 8 months old. = He is an 8-month-old baby.
(2) The bridge is 100 metres long. = It is a 100-metre-long bridge.
2. hear sb doing sth
Suddenly he heard someone shouting “Fire! Fire! Help!”
hear sb doing sth听到某人正在做某事
hear sb do sth听到某人经常做某事或做某事的全过程
T: Make sentences according to the two pictures.
In the morning, I often hear…
When I came into our classroom, I saw/heard/notice…
3. poured ... over
Lin Tao quickly ran to Mrs Sun’s bathroom. He poured water over his clothes to protect himself.
T: Look at the picture. It’s Water splashing festival of Yunnan. On that
day, people pour water over each other’s clothes to celebrate it.
4. put out
Later some firemen came and put out the fire.
T: How did the firemen put out the fire?
S: It took the firemen seven hours to put out the fire with water.
5. in hospital
He was in hospital for two weeks.
T: What’s the woman?
S: She is a cleaner in the hospital. 他是医院里的一名清洁工。
T: Can you tell me the difference between “be in hospital” and “be in the hospital”?
S: be in hospital（生病）住院in the/a hospital在医院（去医院看望某人或在医院工作）
6. be careful with
Fire is dangerous. We should be careful with fire.
T: “be careful with” means “小心，当心”. Look at the pictures. What do you want to say to the children? Remember to use the structure “be careful with/to do/not to do”.
提升学生对于文本的深层次理解，巩固所学语言点。
Step4:Production
1. If there is a fire ...
T: You’ve learnt a lot about fire safety. If there is a fire, what should you do? Read the following sentences and tell me whether it is right or not to do so.
(1) Calm down when you meet fire.
(2) Call 119 and 110 for help.
(3) Rush out and take a lift (电梯) to go down.
(4) Pour water over your clothes.
(5) Cover your nose with towels or wet cloth when leaving.
2. If there is something emergency ...
T: Work in groups and discuss how to help ourselves and others if there is something emergent.
T: Always remember: To help others is to help ourselves! Pass our love one by one to make the world full of love. If the world is full of love, everyone will be happy.

在牢固掌握课文内容的基础上，让学生识别火灾中的安全行为，以提升他们的安全意识。
Step5: Homework
1. Recite the article.
2. Remember the new words and expressions.

巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语言运用能力。
Title
7B unit 7　Period 4 Grammar
Teaching objectives:
5. learn how to use “can”, “could” and “may”;
6. use “what” and “how” to express strong feelings.
Teaching key points and difficult points:
Learn how to use “can”, “could” and “may”.
Teaching methods: Task-based approach，Scene pedagogy and Teaching with humor
Teaching Procedures
Designing aims
Step1: Lead in (A 部分)
T: Boys and girls, today we are going to learn Grammar of Unit 7. Do you know these sports? Can you tell me their names?
S: Swimming, playing badminton, cycling,horse riding and flying kites.
从学生喜欢的体育运动导入本节语法课，为下面的新授课作铺垫。
Step2:Presentation
1.Use can or could to talk about ability
(1)Describe what you see in the picture.
She could not ride a bike at ten, but now she can ride a bike.
The girl is skating. She could not skate last year, but now she can skate.
We can also say: She wasn’t able to skate last year, but now she is able to skate.
(2) Look at more pictures and use can/could/be able to to describe them.
(3) Work in pairs and make up a dialogue according to the table.
(4) What do we use can/could to talk about?
T: Jacky Chen can act well.
Lu Xun could write wonderful articles.
Michael Jackson could sing and dance well.
Read the sentences above and think about what we use can/could to talk about.
S: We use can/could to talk aboutability.
T: Yes. We use can to talk about present ability and use could to talk about the ability in the past.
2. Use can, could or may to ask for permission
T: Read the dialogues below carefully and tell me what we use can/could to talk about.
S: We use can/could to talk about permission.
T: Which one sounds more polite, can or could?
S: Could sounds more polite than can.
T: You are right. In some formal occasions, we use may to ask for permission. For example:
A: May I have a talk with you, Mr Wu?
B: Yes, you may.
No, you may not./No, you can’t./ you mustn’t.
May is more polite than can/could.

学生反复操练巩固
Step3:Lead in(Part B)
1. The trip to South Hill
T: The students’ trip to South Hill is wonderful. We can say “How wonderful the trip is!” to express our strong feelings. The sentence is called Exclamatory Sentence.
2. Have a try
T: Describe the pictures with what we’ve learnt today.
Picture 1: The girl is pretty.
How pretty the girl is!
Picture 2: The boy is playing basketball happily.
How happily the boy is playing basketball!
T: The music sounds nice, isn’t it? Can you say it in another way?
S: How nice the music sounds!
T: Read the following sentences again.
How nice the music sounds!
How happily (the boy is playing basketball)!
How wonderful(the trip) is!
How pretty (the girl is)!
T: Nice, wonderful and pretty are adjectives, and happily is an adverb. So we can work out the structure of the exclamatory sentence: How + adj./adv. +(主语+ 谓语)！
3. Jurassic World
T: I watched a film called Jurassic World yesterday. It is very exciting. How exciting the film is!
What an exciting film (it is)!
4. Have a try
Picture 1: How pretty the girl is!
What a pretty girl she is!
Picture 2: How fine the weather is!
What fine weather it is!
Picture 3:How beautiful the flowers are!
What beautiful flowers they are!
T: Read the following sentences again.
What a pretty girl (she is)!
What an exciting film (it is)!
What fine weather (it is)!
What beautiful flowers (they are)!
T: A pretty girl, an exciting film, fine weather and beautiful flowers are noun Phrases. Can you work out the sentence structure?
S: What + a/an + adj. + 可数名词单数+（主语 + 谓语)！
What + adj.+不可数名词+（主语 + 谓语)！
What + adj.+可数名词复数+（主语 + 谓语)

重点讲解感叹句
Step4: practice
1. Complete the conversation on page 86
2. Complete the sentences with “What/What a/What an/How”
heavy snow!
great abilities Superman has!
tall the trees are!
beautiful flowers they are!
amazing animal the ant is!

巩固所学感叹句
Step6: Homework
1. Write sentences with What ...!/How ...!;
2. Write sentences with can/could/may.

巩固所学

7B unit 7　Period 5Integrated skills
Teaching objectives:
1. get information from listening materials;
2. use the information and complete a report;
3. talk about their abilities.
Teaching key points and difficult points:
Talk about students’ own abilities.
Phrases: this term, work hard on, try one’s best, play the piano, do well in, at the age of
Structures:
She needs to read more and speak more.
She knows a lot about it.
Can you show me how to play it?

Teaching methods:Task-based approach，Scene pedagogy and Teaching with humor
Teaching Procedures
Designing aims
Step1: Lead in
Free talk
T: Hello, boys and girls, what subjects do you have at school this term (学期)?
S1: Chinese, Math, English, Biology, Geography, Music, Art and History.
T: Which subject do you like best? And why?
1. S2: English. Because it is fun to learn English.
通过学生熟悉的话题导入本课内容
Step2:presentation
1. Present new words with questions about Suzy’s study
T: Do you work hard on your study?
S1: Yes I do.
T: Are you careless?
S2: Sometimes, I am careless.
T: Do you do your best this term?
S3: Yes.
T: Are you good at writing articles?
S4: Yes. I like writing.
T: How about Suzy?
2. Part A1
T: Mr Wu made a report on Suzy’s study. Now, let’s listen to the report and write the correct letters in the boxes in A1.
T: Check the answers with you partner.
T: Now, please tell me your answer. (CEABD)
3. Read and answer
T: Here are some more questions about Suzy’s study. Can you find the answer in her report card?
(1) Does Suzy do well in all her subjects?
(2) Which subject is Suzy good at?
(3) Which subject does Suzy like best?
(4) Which subject is she not so good at?
T: Now you know a lot about Suzy’s study. Let’s talk about her study in pairs.
4. Part A2
T:MrWu is preparing some notes about Suzy. Now look at the notes and let’s help Mr Wu complete the notes about Suzy’s study from No1 to No 4 in A2.
T: Now let’s listen again and try to complete the rest notes. (Listen twice if necessary.)
T: Check the answers with you partner.
T: Now, please tell me your answers and let’s check it together
5. Read and answer
T: Now you know lots of notes about Suzy. Here are two questions to test you.
(1) Is Suzy good at playing the piano?
(2) How often does she practice volleyball?
通过对学生自身学习情况的学问，呈现并学习生词。播放A1的听力，让学生在材料中获得需要的信息，强化学生对所听内容的理解。让学生在材料中获得需要的信息。
Step3:Practise
1. Part A3
T: Mr Wu is writing a report about Suzy. Help him complete the report.
2. Read and check answers

让学生运用听力中所获得的信息，补全文本内容
Step4: Presentation(Speak up)
1. Present new words with pictures.
T: From the report, we know Suzy can play the piano. Who do you think plays the piano best in China?
S: Lang Lang.
T: Lang Lang started to play the piano at the age of 3. And I think Lv Siqing plays the violin best in China. His father taught him to play the violin when he was four years old.
2. Listen to Sandy and Daniel’s dialogue
T:What can Sandy and Daniel do? Now let’s listen to their talk and tell me the answer.
3. Read and answer
T: Now, let’s read their talk and answer two more questions.
(1) When did Daniel start to play the violin?
1. (2) When did Sandy start to play the violin?
强化学生对会话内容的理解和对会话模式的感知，也为下一环节做铺垫
Step5: Homework
1. Improve your own conversation and write it down.
2. Read the new words, the report and Part B.

巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语用能力。
Title
7B unit 7Period 6study skills + Task
Teaching objectives:
1. group the books according to their topics;
2. use the library to look for information.
Teaching key points and difficult points:
1.Find out the topic or subject of a book.
Teaching methods:Task-based approach，Scene pedagogy and Teaching with humor
Teaching Procedures
Designing aims
Step1: Lead in
Free talk
T: Hello, boys and girls, look at the subjects on the screen! Which are you interested in?
T: If you want to learn more about it, what can you do?
S1: I can ask my Science teacher for more information.
S2: I can look for more information on the Internet.
S3: I can go to the library to learn more.
T: Yes. A library is a useful place to find information. And there are many famous libraries in the world. Look, this is the largest library in the world. It is in the USA. Do you know the largest one in China? It is in Beijing and it’s also the largest in Asia.
T: This is Harvard Library—the oldest one in the USA. It is often full of students. How hard-working they are! We should learn from, right? So today we will learn how to use a library.
通过简浅的自由会话，导入本课主题——图书馆
Step2: Presentation
1. How to use a library
T: Do you want to find the book quickly and correctly in a library?
S: Yes, of course.
T:So please remember this tip. Books about different subjects are put in different sections. That is books about similar topics are put in the same area.
T: Look, there are many subjects or topics in the library. Do you know these?
S: Yes.
T: Can you think of other subjects?
S: Art/Computer/Travel/Geography/Biology/Math/Cooking.
2. Match the information with the subjects
T: Look at the following information and tell me what subjects they are about.
(1) I would like to learn French.
(2) I will learn how to make cakes.
(3) I want to borrow some books about the violin.
(4) I don’t know where to spend my summer holiday.
(5) I want to read Harry Potter.

通过对边呈现边引导的方式，让学生了解图书馆书籍的各种学科属性，通过匹配练习，让学生学会判断已知信息所涉及的学科属性。
Step3: Practice
Write the titles of the books in the correct sections.
T: Look at the books on the screen and put them into the correct sections.
让学生根据书名判断该书的学科属性，同时反馈所学内容的掌握效果

Step4: presentation
1. Novels: in alphabetical order according to the authors’ surnames
T: The Cat Goes Shopping and Ronnie Goes into Space are novels. Do you like reading novels? For example, Harry Potter. It is a very popular novel. Its author, that is its writer, is J. K. Rowling.
T: There are lots of interesting and famous novels in the library. And the novels are put in the alphabetical order of the author’s surnames.
2. Put the novels in the correct order
T: Look, here are some books and their authors. Can you help to put them in the correct order?
a. Harry Potter’s author is J.K. Rowling.
b. Gone with the Wind’s author is Margaret Mitchell.
c. The Old Man and the Sea’s author is Ernest Hemingway.
d. Who Moved My Cheese’s author is Spencer Johnson.
e. The Last Leaf’s author is O. Henry.
3. Librarians
T: If we meet any problems in the library, what shall we do?
T: We can always turn to this person. Look at her. She works in the library. What does she do?
S: She is a librarian.
T: Yes. Librarians are there to help you. If you have any questions, turn to them.


让学生明白小说类书籍是按其作者姓氏的字母顺序摆放的，并通过给小说排序，让学生进一步领悟该内容，引入图书管理员，让学生知道在图书馆遇到麻烦时，可以求助图书管理员
Step5:Practice
1. Be a polite library user
T: You’ve learnt how to use the library, but remember you should be a polite library user. What can’t we do in the library?
S1: We can’t run in it.
S2: We shouldn’t shout in it.
S3: We can’t get the books dirty or broken.
T: Good job! Now tell me whether the following behaviours are wrong or right.
(1) Take good care of the books.
(2) Be polite to the librarians there.
(3) Mr Li smokes in it.
(4) Tom sees his classmate and shouts to him.
(5) Ann talks loudly and happily with her friend.
(6) Underline the beautiful sentences in the book.
(7) Keep the mobile off or set it to mute mode.
T: Well done! Always remember: keep quiet in the library!
2. Go and use the library
T: We have 8 teams in the classroom. Each team will have a task. Each member of the team should find at least one book and write down the name, author and publishing house of the book. Now, let’s go to our school library.
Task 1: Find books by Mark Twain.
Task 2: Find books about American history.
Task 3: Find books about country music.
Task 4: Find books about English grammar.
Task 5: Find books about computers.
Task 6: Find books by Jack London.
Task 7: Find books about Olympics.
Task 8: Find books about butterflies.
Check students’ work and make sure everyone has learnt how to use the library.

通过具体行为案例的正误分析，让学生进一步明晰图书馆内的规范举止。通过去图书馆搜寻资料，让学生真实体验和运用所学内容