有效的能被学生接受的学法指导应是渗透在教学过程中进行的，是通过优化教学程序来增强学法指导的目的性和实效性在本节课的教学中主要渗透以下几个方面的学法指导1、培养学生学会通过自学、观察、实验等方法获取相关知识，使学生在探索研究过程中分析、归纳、推理能力得到提高本节教师通过列举具体事例来进行分析，归纳出，并依据此知识与具体事例结合、推导出，这正是一个分析和推理的全过程2、让学生亲自经历运用科学方法探索的过程主要是努力创设应用科学方法探索、解决问题情境，让学生在探索中体会科学方法，如在讲授时，可通过演示，创设探索规律的情境，引导学生以可靠的事实为基础，经过抽象思维揭示内在规律，从而使学生领悟到把可靠的事实和深刻的理论思维结合起来的特点

T: What should he doS: He should drink warm waterT: Clever⑤教学went to the Forest StoneT: Bill went to SanyaWhat about LilyWhere did Lily goLook(点击课件) Where is itS: KunmingT: Good jobDid Lily go to Kunming with her parentsS: NoT: WhoS: …T: Lily went to Kunming with her uncle’s familyWhere did Lily visit

同义的有：秋色(秋色宜人);秋光(大好秋光)“秋景”也作“秋收”解：今年秋景很好秋风：入秋后吹的风秋风萧瑟天气凉金风：秋风还有：商风书>(商风肃而寒生兮);商飘书>(岁暮商飘飞);寒商书>(寒商动秋闺);鲤鱼风(九月鲤鱼风)阊阖风书> 凋谢;凋;零;落;谢;凋零;凋落;凋谢;零落;飘零;枯;蔫;萎;干巴;干枯;枯黄;枯槁;枯干;枯萎;枯朽;萎蔫 凋零：草木凋谢零落“秋霜过后，草木凋零” 飘零：花叶凋谢坠落“黄叶驿零，已是深秋时节了”也比喻遭到不丰，失去依靠，生活不安定枯黄：干枯焦黄“过了中秋，树叶逐渐枯黄

Other students all together say: slow, slow, slow____ is slow5PPT shows groups of things: Students tell____ is fast/ slow6Make a new rhyme (group work)Tom made a rhyme: Fast, fastThe car is fastDrive on the roadCan you make a rhyme with these wordsl slow, Jerry, pavementl slow, the ant, pavementlLiu Xiang, fast, pavementlfast, the motorcycle, road7