沪教版英语五年级上册《Unit 10 Wind》PPT课件5

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沪教版英语五年级上册《Unit 10 Wind》PPT课件5
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沪教版英语五年级上册《Unit 10 Wind》PPT课件5
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沪教版英语五年级上册《Unit 10 Wind》PPT课件5
沪教版英语五年级上册《Unit 10 Wind》PPT课件5
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OxfordEnglishModule4ThenaturalworldWindPeriod1AriddleIthasnoshape.Ithasnocolour.Ithasnosmell,Andyoucannotcatchit.Youcanhearit,Buty

oucannotseeit.Whatisit?Itiswind.Thewindisgentle.Thewindisblowing______.gentlyThewindisstrong.Thewind

isblowing_______.stronglyThewindisblowinggently.Thewindmillismoving______.slowlyThewindisblowingstrongly.Thew

indmillismoving______.quickly形容词变副词的方法•1.在形容词词尾直接加ly。•如:slow—slowly,soft—softly等。•2.以辅音字母加y结尾的形容词,先把y变成i再加ly。•如:happy—happily,angry—angrily等。•3

.某些以辅音字母加不发音的e结尾的形容词要先去e,再加y或ly。•如:gentle—gently等。Howisthewindblowing?Itisblowing_______.stronglystronglyIsthewindblo

wingstrongly?No.Itisblowing______.gentlygentlyIsthewindmillmovingquickly?No.Itismovingslowly.slowlyIsthewi

ndmillmovingquickly?Yes,itismovingquickly.quicklyThewindisblowing.Itisblowinggently.Theflowersaredancinginthewindsoftly.Thewindisblowing.Iti

sblowinggently.Thewindmillismovingslowly.Thewindisblowing.Itisblowingstrongly.Thechildrenareflyingtheirkiteshappily.The

windisblowing.Itisblowingstrongly.Thewindmillismovingquickly.InPicture__,thewindisblowing…The…is/are_________

___.children/flykites/happilywindmill/move/slowlyflowers/dance/softlywindmill/move/quicklyThechildrenarehappy.Thechildrenareplayi

nghappily.happyhappily1.Mymotherhasanewdress.Sheis______.2.Thechildrenareplayingfootball_______.3.Theb

oysflykites_______inthepark.4.Iam______withmynewtoy.happyhappilyhappyhappily1.It’sanicedaytoday.Thewind

isblowing______(gentle).2.Whatcanyouseeon_____(wind)or____(rain)days?3.Thecloudsaremoving______(quick)inthesky.4.Therainis_

____(heavy).Peopleinthestreetsgohome______(quick).5.Thewindblows_______(strong).Someleavesfallontheground.gentlywindyrainyquicklyhe

avyquicklystronglyDrawacircleandcutitout.Draweightlinesandcutalongthem.Fold.Pinittoapencil.1234Thisismypaperwindmill.Thewindisblowing…Mywindmillism

oving…1.Listentoandreadpages68and69.2.CopyListenandsay.

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