作為一名教職工，可能需要進行教學設計編寫工作，教學設計是對學業(yè)業(yè)績問題的解決措施進行策劃的過程。我們應該怎么寫教學設計呢？下面是小編為大家整理的Unit2 It’s in the north of China教學設計，歡迎閱讀與收藏。
一、教學設計
1．能聽、說、讀、寫本課單詞：parent, rode, horse, climb, holiday.
2．能運用句子“Where did you go for your holiday?”來詢問他人假期，并能用“I went to…”正確作答；運用“where is …?”詢問某地的方位，并運用“It’s in the ….of …”來回答。
3．能運用學過的知識談論自己或他人的旅行情況。
4．樂于溝通，與同伴談論旅行，從而獲得相互關心的情感體驗。
二、教學重、難點分析：
1．教學重點：單詞parent, rode, horse, climb, holiday；句型Where is…? It’s in the…ofChina.
2．教學難點：運用所學描述某個地方的方位；熟練掌握并運用一般過去式。
三、課前準備
1．掛圖。
2.課本。
四、教學過程：
Step I．Warm-up
1. Greetings
2. Revision
1)齊讀Module 6單詞（該班教師已教授）;
2)引出詞組：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/…(學生根據(jù)實際情況回答)
(教師分別提問每組的`一位學生，并對其進行以“正”評價)
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.(板書標題并示意讓學生打開課本24頁)
1) Listen and say
Ok, look at these pictures(指著掛圖), please tell me and guess.
初讀：
① Who is the girl?
�、� Who are they?(指著玲玲的父母圖像問學生).
再讀：
① When did she go?
�、� Where did she go?
③ Who did she go with?
�、� What did she do there?
⑤ Did she have a lovely time?
2) Translation
I say English, you say Chinese, Ok?
(翻譯、解讀課文知識點并帶讀、齊讀)
3) Retelling
結合圖片，用時間、地點、人物串成一個小故事并引導學生進行復述。（教師板出時間、地點、人物，并結合圖片引導學生復述，教師先示范，隨之提問學生。）
4) Point, ask and answer
Where did Lingling go for her holidays?
She went to Xinjiang.
Where is Xinjiang?(讓學生看課本的中國地圖回答)
It’s in the west of China.
（教師簡單復習東、西、南、北。）
(由舊引新，并根據(jù)課本已經標出的城市進行提問學生。)
Step Ⅲ. Summary
�。ń處熆偨Y今天所要求掌握的單詞、詞組和句型及所學的關于玲玲去旅行的小故事。）
Step Ⅳ.Exercise（學習指導P34）
教師給學生五分鐘的時間完成本單元學習指導的第一、第二、第三道題并講解。
Step Ⅴ.板書設計
Unit 2 It’s in the north of China
Questions:
�、賅hen did she go?
�、赪here did she go?
�、踂ho did she go with?
�、躓hat did she do there?
�、軩id she have a lovely time?
【Unit2 It’s in the north of China教學設計】相關文章：
1.關于五年級下unit2《Its in the north of china》教學反思
4.Unit2 My schoolbag A Let’s learn教學反思
5.Unit2 My schoolbag A Let’s learn教學反思
6.四年級英語下冊Unit2 A Let’s talk 教學設計