外研版七年级英语下册Module 8 教案
Module 8 Story timeUnit 1 Once upon a time…一、教学目标：1. 语言知识目标：1) 能够正确使用下列单词和词组：hair, forest, decide, go for a walk, dark, pick up, soon, little, door, knock on, look around, answer...2) 能用规则动词的过去式来叙述过去的事情。
2. 情感态度价值观目标：通过阅读童话故事，提高学生学习英语的兴趣，感受学习英语的乐趣。
二、教学重难点1. 教学重点：能够熟练运用规则动词的过去式进行口头交际。
2. 教学难点：掌握规则动词的过去式的变化和一些过去时态的句型。
三、教学过程Step1 Warming-up and Lead inWhat do you like to do when you have time? Do you like reading books? What kind of books do you like to read?Step2 Pre-task1. Now we are goin g to have an interesting story, listen and find out: What’s thename of the story?2. Then, listen again and check the true sentences of Activity 1.3. Show students some pictures of the story, Goldilocks and the Three Bears andlearn the new words.Step3 Look at the pictures and answer the questions.1. Who was Goldilocks?2. Where was she?3. What did Goldilocks notice?Step4 Reading1.Listen to the recording to get more about the story and finish the exercises ofActivity 4.1) Did she pick any flowers in the forest?2) Did she notice a big tree in the forest?3) Was the door open?4) Was there food in the bowls?5) Did she want to eat the food?6) Did she like the big bowl?2. Read the dialogue by the students themselves and check their answers in pairs,then in class.3. Read the dialogue again and finish the exercise of Activity 5.4. Ask students to read the dialogue and try to find out some important sentences bythemselves:Phrases: pic ked some flowers, looked around, hurried towards…, knocked on, picked up…Sentences: Did she often go for a walk in the forest alone?There was nobody there.Didn’t anyone live in the house?5. Ask the students to reading the dialogue. First in groups and then act out thedialogue in class. At last, the whole class read together.Step5 To study Everyday English.¤ Finally, ... ¤ Wait a moment! ¤.. just right.Step6 Pronunciation1. Listen and notice the different ways the speaker says the words. And listen againand repeat.finished knocked liked noticedpicked pushed stoppedanswered entered hurried liveddecided2. Listen and repeat.1) Goldilocks walked into the forest.2) She noticed a little house.3) She knocked on the door.4) She liked the food.3. Work in pairs. Tell the story.—How does the story begin?—Once upon a time, there was a little girl called Goldilocks. She lived near a big forest. She had hair of gold ...Step7 Language points1. All alone in the dark, dark forest, Goldilocks picked some flowers.She picked up the very big bowl.1) pick的意思是“摘”，常用于表示“摘果实，摘花”等。
而pick up是“捡起”，指把在地上的物品捡起来。
注意接代词作宾语时,置于pick和up之间。
e.g. That’s an apple. Pick it up. 那是个苹果，把它捡起来。
2)all alone 独自一人的e.g. I live all alone, but I never feel lonely.我固然形单影只，但是从来不会感到寂寞。
He was all alone. 他单独一个人。
I am all alone here. 我独自一人在这。
2. Then she noticed a little house, so she hurried towards it, and knocked on the door.1) towards prep. 往；向e.g. When he looked towards me, I smiled.当他朝我看过来的时候，我笑了笑。
He was walking towards you. 他正朝你走去。
2)knock 敲门e.g. He knocked before going in. 他进去前先敲了敲门。
On Sunday, Jenny and Brian knocked on Dann y’s door.詹尼和布莱恩星期日来敲丹尼的门。
3)once upon a time 从前e.g. Once upon a time there was a king. 从前有一位国王。
Step8 Exercises一、用所给词的适当形式填空1. Jack often _____ (go) to school by bike, but today he _____ (walk) to school.2. I _____ (live) in Beijing now, but I _____ (live) in Shanghai three years ago.3. Her hair ___________ (be) brown.4. I decide ____________ (study) hard from now on.5. The girl __________( push) the door and entered the house.6. Can you finish _________ (pick) up all these apples soon?7. I __________ ( be ) late to school yesterday.1. goes; went2. live; lived3. is4. to study5. pushed6. to pick7. was二、单项选择1. There ________ a lot of bread and some oranges in the basket.A. hasB. haveC. areD. is2. We often play basketball ________ Saturday afternoon.A. inB. atC. onD. of3. How _______ the weather yesterday?A. wasB. wereC. isD. are4. — ________ she visit the park?—No, she didn’t.A. DidB. DoesC. IsD. Shall5. Could you tell me how to ________ it in English?A. sayB. speakC. talkD. tellKeys: D C A A A三、完成句子。
1. 进入办公室前请先敲门。
Please _________ the door before you _____ the office.2. 她捡起地上的钱包并把它交给老师。
She _________ the purse on the ground and gave it to the teacher.3. 从前，这里的人很穷。
_______________, the people here were very poor.4. 这个小女孩跟不上她班的同学，很快迷路了。
The little girl couldn’t catch up with her classmates and soon she_______.1. knock on; enter2. picked up3. Once upon a time4. was lostStep9 Homework1. Review and recite the important points of Unit 1.2. To practise the vocabularyUnit 2 Goldilocks hurried out of the house.一、教学目标1. 语言知识目标：1) 掌握本单元所学单词和短语either, piece, asleep, return, cry, point, shout,jump, without; in pieces, at first, point at, be asleep..2) 能用“first, then, next, finally” 讲述故事。
外研版英语七年级下册Module 8 Unit 1《Once upon a time…》教学设计
外研版英语七年级下册Module 8 Unit 1《Once upon a time…》教学设计一. 教材分析《Once upon a time…》是人教版英语七年级下册Module 8 Unit 1的教学内容。
本节课主要讲述了三个童话故事，分别是《The Little Match Girl》、《The Emperor’s New Clothes》和《The Ugly Duckling》。
通过阅读这些故事，学生可以提高自己的阅读理解能力，同时学习到与童话故事相关的词汇和表达方式。
教材内容丰富，插图生动，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。
但学生在阅读理解方面还存在一定的困难，需要通过教师的引导和帮助来提高。
此外，学生对童话故事的兴趣较为浓厚，通过本节课的学习，可以激发他们学习英语的兴趣。
三. 教学目标1.知识目标：学生能够掌握童话故事的相关词汇和表达方式，如“Onceupon a time…”、“happy ending”等；2.能力目标：学生能够阅读并理解童话故事，提高自己的阅读理解能力；3.情感目标：学生能够培养对英语的兴趣，树立学习信心。
四. 教学重难点1.重点：童话故事相关词汇和表达方式的掌握；2.难点：阅读理解能力的提高。
五. 教学方法1.情境教学法：通过设置童话故事情境，激发学生的学习兴趣；2.任务型教学法：通过完成阅读任务，提高学生的阅读理解能力；3.小组合作学习：引导学生进行小组讨论，培养学生的团队合作精神。
六. 教学准备2.多媒体设备；3.童话故事相关图片；4.童话故事阅读任务单。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论自己对童话故事的了解，激发学生的学习兴趣。
例如：“Do you like fry tales? Why?”学生回答后，教师总结并引入本节课的内容。
2.呈现（10分钟）教师展示童话故事的相关图片，引导学生说出图片中的故事名称。
外研版七年级英语下册教案：Module8Unit3Languageinuse
本节课的核心素养目标包括：1.语言能力：通过学习与爱好相关的词汇和句型，培养学生准确描述个人兴趣和日常活动的能力，提高口语表达和书面表达能力；2.文化意识：通过了解不同国家的文化差异，拓展学生的国际视野，培养他们的跨文化交际意识；3.思维品质：通过小组讨论和任务型活动，激发学生的批判性思维和创新思维，提高他们分析问题和解决问题的能力；4.学习能力：鼓励学生自主学习、合作学习和探究学习，培养他们主动参与课堂活动、积极寻求学习策略的良好习惯。以上目标均与新教材要求相符，有助于全面提升学生的英语学科核心素养。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了如何用一般现在时谈论兴趣爱好，以及相关的词汇和语法点。通过实践活动和小组讨论，我们加深了对这一知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
五、教学反思
在今天的教学中，我发现学生们对一般现在时态的运用以及兴趣爱好类词汇的学习表现出较大的兴趣。他们在小组讨论和对话练习中积极参与，课堂氛围活跃。然而，我也注意到一些问题需要我在今后的教学中加以改进。
外研版七年级英语下册教案：Module 8 Unit 3 Language in use
一、教学内容
本节课选自外研版七年级英语下册教材，Module 8 Unit 3 “Language in use”。教学内容主要包括：1.对话练习，围绕“Hobbies”主题展开，复习和巩固一般现在时的用法；2.词汇练习，学习与爱好相关的词汇，如：stamp collecting, coin collecting, photography等；3.语法练习，通过完成各类任务，让学生熟练运用一般现在时描述日常活动和兴趣爱好；4.阅读练习，阅读短文，了解不同国家的文化差异，同时复习和巩固一般现在时的用法。整个教学内容紧密结合教材，旨在提高学生的英语实际运用能力。
Module8话题写作——童话故事(教案)-2022-2023学年七年级下册英语(外研版)
举例解释：
-对于设计故事情节的难点，教师可提供思维导图或故事框架，帮助学生构建情节；
-针对一般过去时的使用难点，通过对比现在时态，提供典型例句，让学生进行模仿练习；
-在小组合作中，教师应引导学生在讨论时注意倾听他人意见，学会整合不同想法；
-在评价环节，教师应提供评价标准和指导，帮助学生如何给出具体、有针对性的反馈。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果和创作故事。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了童话故事的基本结构、创作方法和重要性。通过实践活动和小组讨论，我们加深了对童话故事创作的理解。我希望大家能够将这些知识点应用到实际创作中，创作出富有想象力和教育意义的童话故事。如果有任何疑问或不明白的地方，请随时向我提问。
举例解释：
-在教学过程中，重点关注学生是否能按照童话故事的结构进行写作，并使用适当的词汇和时态；
-通过讲解和示例，强调重点词汇和句型的用法，确保学生在写作中能正确运用。
2.教学难点
-创造性地设计故事情节，使故事具有吸引力和连贯性；
-正确使用一般过去时Байду номын сангаас，避免时态错误；
-在小组合作中，有效沟通和协作，共同完成故事创作；
2.培养学生的思维品质，引导学生创新设计童话故事，发展其逻辑思维、批判性和创造性思维能力；
3.增强学生的文化意识，通过学习童话故事，了解不同文化背景，拓展国际视野，增进跨文化交流能力；
4.提升学生的学习能力，鼓励学生在小组合作中积极探讨、互帮互助，培养自主学习和团队协作能力。让学生在实现个人发展的同时，为终身学习奠定基础。
3.重点难点解析：在讲授过程中，我会特别强调故事结构、角色塑造和主题表达这两个重点。对于难点部分，我会通过分析经典童话故事中的具体情节和语言特点来帮助大家理解。
Module8Unit2Goldilockshurriedoutofthehouse.教案七年级英语
初中英语外研版七下Module 8 Unit 2 Goldilocks hurried outof the house.教案I. Teaching Objectives:By the end of this lesson, students will be able to:1. Understand and use past simple tense to describe actions that happened in a sequence.2. Learn and apply narrative tenses with a focus on irregular verbs.3. Identify and employ transitional phrases that indicate time and sequence (first, then, next, finally).4. Enhance listening skills by understanding a story narrated in English.5. Develop speaking skills through retelling a story using the past tense and transitional phrases.6. Read a short English text about Goldilocks and extract main ideas and details.7. Write a short story based on given prompts using correct past tense forms and transitional phrases.8. Appreciate English storytelling and its cultural significance.II. Key Vocabulary:Narrative verbs ( hurry, break, try, find, taste, feel, jump) Transitional phrases (first, then, next, finally)Descriptions related to the story (beautiful, fortable, delicious, scary) Characters and objects from the story (Goldilocks, bears, porridge,chairs, bed)III. Target Language Structures:Simple past tense, regular and irregular verbsUse of past tense to create a coherent narrativeSequencing adverbs to show the order of eventsUsing descriptive language to add detail to a storyIV. Teaching Aids:Pictures illustrating scenes from the story of Goldilocks and the Three Bears.Whiteboard and markers for writing key sentences and grammar points. Audio recording of the story or a video clip if available.Handouts with exercises on past tense, transitional phrases, and a guided storywriting template.V. Teaching Procedures:Step 1: Warmup (5 minutes)Start with an engaging activity where students share what they remember about the story of Goldilocks from their previous knowledge. Elicit key vocabulary and review it with the class.Step 2: Listening (10 minutes)Play an audio or video of the story and ask students to pay attention to the sequence of events.After listening/viewing, ask specific questions to check understandingof the story.Step 3: Speaking Practice (15 minutes)Students work in pairs to summarize the story using past tense verbs and transitional phrases.Conduct a class activity where students take turns retelling parts of the story using the new language.Step 4: Grammar Focus (10 minutes)Review regular and irregular past tense verbs through examples and correction practice.Introduce and practice sequencing adverbs with classroom participation.Step 5: Reading (10 minutes)Distribute the text about Goldilocks and guide students through it, focusing on identifying narrative verbs and transitional phrases used. Step 6: Writing Task (10 minutes)Hand out worksheets with a writing template and prompt students to write a short story using past tense and transitional phrases.Step 7: Homework & Review (5 minutes)Assign homework for students to create a similar short story at home, either individually or as a small group project.Review key points from the lesson through a quick quiz or verbal questioning.VI. Assessment:Evaluate students based on their participation in speaking activities, correct usage of past tense and transitional phrases in oral and written assignments, and pletion of homework tasks.Assess listening skills through prehension questions related to the story. Assess reading prehension through a short quiz targeting the main events and details of the text.Review the ability to organize events in a logical sequence using the learned transitional phrases.。
外研版初中英语七年级下册(WY)教案 Module 8 Unit2 教案 1
Module8 Unit2教案【教学难点】1. To get information from the article.2. To write a composition about asking the way and giving direc tions.【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Revision and lead-in1. Revise the dialogue about asking and giving directions.2. Guess which city is it according to the pictures, and poi nt out the place on the map.Step 2 Consolidate new wordsLook and say. The teachers shows the pictures o f new words and let the st udents to say as quickly as possible.Step 3 Match the places with the picturesLook at the pictures and match the places.Step 4 Read the pass age and follow the tour on the map.Read the passage carefully and know about the tour of London. Step 5 Learning to learnLearn how to deal with the new words or phrases.Step 6 Label the places in Activity 1 on the mapLet Ss fill in the blanks on the map according to Activity 1.An d then check them in group.Step 7 Complete the sentences with the correct form of the word s from the box.First read the words in the box. Then fill in the blanks with t he correct form of the words. At last, check in groups.Step 8 GrammarPoint out the difficult points in the passage. If possible, let Ss say out by themselves.Step 9 Practice1. Draw a map of your journey from your school to your home. D raw the streets and buildings on each side of the street. Don’t mark the position of your home.2. Practice the sentences of asking the way and pointing out t he way.3. Let one student rea d the directions and the other mark the student’s home on the map.Step 10 SummaryLet Ss talk about what they have learnt in class.Step 11 EeworkDescribe the tour that impressed you most.。
外研社版七年级下册英语Module8_Unit1参考教案
Module8 Unit1参考教案教学目标1．语言知识目标：掌握Unit 1的词汇；基本理解和掌握动词不定式。
2．语言技能目标: 在询问、介绍及描述事情及在与他人的交流中能做到主谓一致。
3．情感目标：使学生能够充分发挥自己的想象力，设计并安排好自己的假日之旅。
重点难点1．教学重点：掌握谓语动词与前面的主语一致。
2．教学难点：在询问、介绍及描述事情及在与他人的交流中能做到主谓一致。
Period One教学步骤设计说明Step 1. Warming upEnjoy an English song. 通过欣赏英文歌曲，给学生营造一个轻松愉快的学习氛围。
Step 2. Words and expressions1. Show some pictures and teach new words.2. Show some words and phrases and Ss read.3. Ss answer some questions.检测学生对词汇的掌握情况，体现先学后教的原则,为下面的活动做辅垫Step 3.Listening（Activities1、2）1. Ask Ss to look at the photo and answer the questions.2. Ss listen to the tape and check their answers. 先看图回答问题，让学生充分发挥他们的想象力，培养他们的创造性思维。
然后用听的方式来检查答案，训练学生的听力。
Step 4. Listen and read1.Show Ss some questions and ask them to listen to the dialogue and answer the questions.2．Ss read the conversation carefully and complete the table in Activity 4.3. Ss work in pairs. Look at the notes in Activity 4 and talk about what Betty, Tony, Lingling and Daming are going to do in LA.4. Ss listen and repeat, then read the conversation loudly in five.5.Ss find sentences in conversation which suggest that…(Activity 5)Step 5. Grammar1.Discuss the grammar according to the text.2. Ss do some exercises. 引导学生观察几个句子，让他们观察每句话谓语动词的变化，引出本课语法动词不定式的语法功能，使学生在交流时能熟练掌握并灵活运用这一知识点。
外研版七年级英语下册Module 8 教案
Module 8 Story timeUnit 1 Story time一、学习目标【知识目标】掌握下列单词: hair, gold, basket, go for a walk, forest, once, upon, once upon a time, decide, notice, all alone, dark, pick, pick up, around, little, knock, door, soon, lost, towards, answer, right, push, finish, enter, bowl, hungry, asleep, piece, return, cry, point, point to, jump, shout, middle, either, in piece, at first和without。
【能力目标】1）能听懂简单故事中的主要人物和事件。
2）能用一些规则动词的过去式描述过去的事情或讲一个故事。
二、情感态度价值观通过阅读通话故事，提高学习英语的兴趣，感受学习英语的乐趣。
三、教学重难点1）能够读懂简单的故事，明白其中的人物关系，并能就故事作答。
而且，掌握短文通篇大意，学习使用上下文猜测词义的学习方法。
2）能用规则动词的过去式叙述简单的事情或故事。
四、教学过程Step1：Show the new words by pictures. Warming-up and Lead inhair, gold, forest, go for a walk, basket, notice, dark, lost, little, towards, door, bowl To watch the video of Goldilocks and the Three Bears about me and my past life to students. Let students talk about the story.Step2：Work in pairs. Listen and check (√) the true sentences.( ) 1. The story is Goldilocks and the Three Bears.( ) 2. The story begins: Once upon a time ...( ) 3. Goldilocks was a girl with hair of gold.( ) 4. Goldilocks lived in the forest.( ) 5. She decided to go for a walk in the park with her basket.keys: √√×√×Step3：Look at the pictures and answer the questions. Pay attention to the words of the box.1. Who was Goldilocks?2. Where was she?3. What did Goldilocks notice?keys: 1. Goldilocks was a little girl with gold hair.2. She was in the forest.3. I think she noticed a house.Step4：Listen and read the Activity 3. And number the pictures in Activity 2 in the correct order.keys: 8 7 4 5 2 6 3 1Step5：To study Everyday English.¤ Finally, ...¤ Wait a moment!¤... just right.Step6：Answer the questions.1. Did she pick any flowers in the forest? Yes, she did.2. Did she notice a big tree in the forest? No, she didn’t. She noticed a little house.3. Was the door open? Yes, it was.4. Was there food in the bowls? Yes, there was.5. Did she want to eat the food? Yes, she did.6. Did she like the big bowl? No, she didn’t. She liked the small bowl.Step7：Complete the passage of Activity 5 with the correct form of the words from the box.Step8：Listen and notice the different ways the speaker says the words. And listen again and repeat.Step9：Listen and repeat.1. Goldilocks walked into the forest.2. She noticed a little house.3. She knocked on the door.4. She liked the food.Step10：Work in pairs. Tell the story.—How does the story begin?—Once upon a time, there was a little girl called Goldilocks. She lived near a big forest. She had hair of gold ...Step11：Study the following new words.hair, gold, basket, go for a walk, forest, once, upon, once upon a time, decide, notice, all alone, dark, pick, pick up, around, little, knock, door, soon, lost, towards, answer, right, push, finish, enter, bowl, hungryStep12：Language pointspush v. 推 e.g. They pushed him into the car.enter v. 进入 e.g. Can I enter the museum?knock v. 敲 e.g. We knock on people’s doors to ask for candies.once upon a time 从前Once upon a time there was a king. 从前有一位国王。
外研版英语七年级下册Module8Unit3《Languageinuse》说课稿
外研版英语七年级下册Module 8 Unit 3《Language in use》说课稿一. 教材分析外研版英语七年级下册Module 8 Unit 3《Language in use》的主题是关于日常生活中的交际用语。
通过本节课的学习，学生将掌握一些基本的交际用语，如问候、介绍、道别等，并能够运用所学知识进行简单的实际交流。
教材内容丰富，贴近学生的生活实际，有利于激发学生的学习兴趣和积极性。
二. 学情分析七年级的学生已经具备了一定的英语基础，对于日常生活中的基本交际用语有一定的了解。
但是，学生在实际运用英语进行交流时，往往会因为词汇量不足、语法不扎实等原因感到困难。
因此，在教学过程中，需要注重学生的语言实践，提高他们的口语表达能力。
三. 说教学目标1.知识目标：学生能够掌握本节课所学的交际用语，并能够正确运用。
2.能力目标：学生能够通过pr work、group work等形式，进行简单的英语交流，提高口语表达能力。
3.情感目标：培养学生对英语学习的兴趣，增强自信心，培养合作精神。
四. 说教学重难点1.重点：学生能够掌握并正确运用本节课所学的交际用语。
2.难点：学生能够在实际交流中，灵活运用所学知识，进行流畅的英语表达。
五. 说教学方法与手段1.交际法：通过模拟真实场景，让学生在实际交流中运用所学知识，提高口语表达能力。
2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，培养学生的合作精神。
3.多媒体教学手段：利用多媒体课件，生动展示教学内容，提高学生的学习积极性。
六. 说教学过程1.导入：通过与学生谈论日常生活中的交际情景，引出本节课的主题。
2.呈现：展示本节课所学的交际用语，让学生整体感知。
3.操练：通过pr work、group work等形式，让学生在实际交流中运用所学知识。
4.巩固：通过各种游戏、活动，让学生在轻松愉快的氛围中巩固所学知识。
5.拓展：引导学生运用所学知识，进行实际生活中的交际情景模拟。
新外研版七年级下册英语 Module 8 Unit 2 教案(教学设计)
Module 8Story time
Unit 2 Goldilocks hurried out of the house.
either, piece, in pieces, asleep, return, cry, at first,
1.Grasp the new words and expressions in this unit
2.Grasp how to describe the past life with the past tense
1.Be able to use the past tense correctly
2.Be able to describe the past life with the past tense
1.Show students the
picture.
2.Let students answer
the question.
Why did Goldilocks
hurry out of the house?
Lead students to learn
答案:a-2; b-4; c-5; d-1; e-3
Let students read
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Write a story about Goldilocks and the Three Bears.
本节课的教学活动设计,能够创设丰富的语境,设置循序渐进的学习任务,充分发挥学生的主体作用,引导学生小组合作、两两合作、自主探究,重视“预习--展示-练习--反馈”的学习过程。
让学生在具体的语境中掌握了一般过去时的用法,理解了故事情节,明白了其中的主要人物、事件及情节的先后顺序,并能用一些规则动词的过去式叙述简单的事情。
外研版初中英语七年级下册(WY)教案 Module 8 Unit
外研七下Module 8 Story timeUnit 3 Language in use课堂跟踪I.根据汉语意思填空，完成下面的句子，每空一词。
1.Many old stories _______ ______(以……开头) “Long, long ago…”.2.Children ____ _____ ____ _____(全世界) like listening to fairy stories.3.Daming went to school ____ ____(没有吃早餐) last Friday.4.In the fairy story, the girl ____ ____(变成) a little bird after she died.5.The little boy reads the story ____ ____ ____(反复地).II.根据句意用括号内所给词(组)的适当形式填空，每个词限用一次。
1. Listen! A little girl ____ in the park.2. _____ there were many tigers in the forest.3. Mike went to the zoo ___ his brother on Sunday.4. His grandfather was very old and ____ last week.5. His teacher was ____, because he was late for school.6. David ____ the book and began to read it.7. I usually have a ____ of noodles for breakfast.8. He ___ the room and noticed there was nothing in it.9. Mr. Smith asked us not to ___on the desk in class.10. I noticed a little boy was ____ in his bed.11. Tony ____ to school, because he got up very late.12. Jenny ____ the dictionary to my sister last week.13. Finally the old woman ____ a mountain.14. Mr. Green ____ the desk and asked me to clean it.15. I was very ____, so I finished all the food on the table. III. 下面各句均有一处错误，请指出并在后面的横线上改正。