作为一名教职工，可能需要进行教学设计编写工作，教学设计是对学业业绩问题的解决措施进行策划的过程。我们应该怎么写教学设计呢？下面是小编为大家整理的Unit2 It’s in the north of China教学设计，欢迎阅读与收藏。
一、教学设计
1．能听、说、读、写本课单词：parent, rode, horse, climb, holiday.
2．能运用句子“Where did you go for your holiday?”来询问他人假期，并能用“I went to…”正确作答；运用“where is …?”询问某地的方位，并运用“It’s in the ….of …”来回答。
3．能运用学过的知识谈论自己或他人的旅行情况。
4．乐于沟通，与同伴谈论旅行，从而获得相互关心的情感体验。
二、教学重、难点分析：
1．教学重点：单词parent, rode, horse, climb, holiday；句型Where is…? It’s in the…ofChina.
2．教学难点：运用所学描述某个地方的方位；熟练掌握并运用一般过去式。
三、课前准备
1．挂图。
2.课本。
四、教学过程：
Step I．Warm-up
1. Greetings
2. Revision
1)齐读Module 6单词（该班教师已教授）;
2)引出词组：climbed a mountain/mountains, rode a horse.
3)句型：----What did you do yesterday/last weekend/for your holidays?
----I climbed mountains/did my homework/…(学生根据实际情况回答)
(教师分别提问每组的`一位学生，并对其进行以“正”评价)
StepⅡ. Presentation
Today we are going to learn a new unit, unit 2 It’s in the north of China. Please open your book, turn to page 24.(板书标题并示意让学生打开课本24页)
1) Listen and say
Ok, look at these pictures(指着挂图), please tell me and guess.
初读：
① Who is the girl?
② Who are they?(指着玲玲的父母图像问学生).
再读：
① When did she go?
② Where did she go?
③ Who did she go with?
④ What did she do there?
⑤ Did she have a lovely time?
2) Translation
I say English, you say Chinese, Ok?
(翻译、解读课文知识点并带读、齐读)
3) Retelling
结合图片，用时间、地点、人物串成一个小故事并引导学生进行复述。（教师板出时间、地点、人物，并结合图片引导学生复述，教师先示范，随之提问学生。）
4) Point, ask and answer
Where did Lingling go for her holidays?
She went to Xinjiang.
Where is Xinjiang?(让学生看课本的中国地图回答)
It’s in the west of China.
（教师简单复习东、西、南、北。）
(由旧引新，并根据课本已经标出的城市进行提问学生。)
Step Ⅲ. Summary
（教师总结今天所要求掌握的单词、词组和句型及所学的关于玲玲去旅行的小故事。）
Step Ⅳ.Exercise（学习指导P34）
教师给学生五分钟的时间完成本单元学习指导的第一、第二、第三道题并讲解。
Step Ⅴ.板书设计
Unit 2 It’s in the north of China
Questions:
①When did she go?
②Where did she go?
③Who did she go with?
④What did she do there?
⑤Did she have a lovely time?
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