Task Unit1 Draw a Map教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Task Activity: Draw a Map Teaching Analysis 【Textbook Analysis】 This is a task-based activity integrated into Unit 4, focusing on applying language skills in a real-life context. Students will talk about places around their school, draw a map, give directions, and play a guessing game. The task connects directly to the unit theme of transport, directions, and local geography. 【Student Analysis】 Students have learned vocabulary for places and direction-giving expressions. They are familiar with their school surroundings and are capable of describing locations in simple English. This task will allow them to use language purposefully and creatively. 【Teaching Focus & Difficulties】 Teaching Focus: 1. Using place vocabulary accurately. 2.Giving clear and sequential directions. 3.Drawing and interpreting simple maps. Teaching Difficulties: 1.Organizing directional language logically. 2.Integrating visual and verbal information in map presentation. 3.Guessing locations based on verbal clues. 1. 1. Learning Objectives 【Knowledge & Skills】 1. 1.Students will be able to name common places around the school in English. 2.Students will be able to draw a simple map of the school’s surrounding area. 3.Students will be able to give directions to a specific place using learned expressions. 4.Students will be able to guess a place based on verbal descriptions. 2. 1. 【Process & Methods】 Through group discussion, map drawing, presentation, and interactive games, students will integrate speaking, listening, and visual representation skills. The task encourages collaboration, creativity, and real-world language use. 【Affect, Attitude & Values】 To increase students’ awareness of their local environment. To build confidence in using English for real communication. To foster collaboration and fun in language learning through interactive tasks. Procedure Design 步 骤 教 学 活动 设 计 意 图 Step 1: Warm-up & Brainstorming · Group discussion: “What places are around our school?” List places on the board (bus stop, supermarket, library, etc.). Review direction phrases (go straight, turn left/right, etc.). · To activate prior knowledge and vocabulary. Create a shared resource for the task. Step 2: Map Drawing · Students draw individual maps of the school area. Include at least 6 places with labels in English. Encourage creativity with colors, symbols, and simple street names. · To develop visual-spatial skills and integrate language with graphic representation. Step 3: Presentation & Description · Students show their maps and describe key places. Model a description: “From the school, go straight, turn left at the traffic lights...” · · Each student describes one route for others to guess the destination. · To practice speaking and listening in a structured yet engaging way. Build presentation skills. Step 4: Guessing Game · Pair work: One describes a route, the other guesses the place. Swap roles after each round. Optional: Turn it into a class competition. · To reinforce listening comprehension and directional language in a playful context. Step 5: Reflection & Sharing · Discuss: “What was easy/hard about giving directions?” Share one thing learned from the task. · To encourage metacognition and consolidate learning through reflection. Assessment & Reflection 【Assessment】 Formative: Participation in discussion, completeness and clarity of map, accuracy in direction-giving. Summative: Quality of presentation and success in guessing game.【Reflection】 This task successfully merges language use with real-world application. Ensure all students participate in drawing and speaking. Provide sentence starters for weaker students. The guessing game is highly engaging but may need clear modeling first. Allow time for cleanup and reflection at the end. 学科网（北京）股份有限公司 $