指向核心素养培养写作教学设计---以新外研B3U4为例 在课堂教学中把学生的语言能力、文化意识、思维品质和学习能力的形成和提升贯穿教学活动的始终，是培养学生学科核心素养的综合发展重要体现看听说读写这五项基本技能的培养中，写是最难，也是最能体现出学生综合运用语言能力的一个重要方面本节课的教学目的不是单纯地将写作当做一项技能进行训练，而是把单元中与主题语境有关的文本再利用再开发，教会学生如何通过写作提高综合运用语言的能力，同时发展学生的思维能力和学习能力，促进单元整体教学目标的达成主题语境：人与社会 Writing about an art work授课时间：一课时（45分钟）教学活动设计目标帮助学生进一步研读相关单元主题的语篇，运用之前所学的阅读情景、词汇以及句式和语言特点写一篇描述一件艺术作品的小作文学生课堂学习活动涉及的内容是本单元的四个文本，通过教师不断搭建支架逐级铺垫，层层递进，最终完成任务教学内容分析本单元的中心话题是“多种艺术形式和相关艺术家的故事”学生在Starting out 的看听学习中了解到了佛罗伦萨、纽约和北京三座充满艺术气息的城市，展现了三座城市城市艺术发展的特点，引入本单元的话题，激活了学生已有的背景知识和语言知识，引导学生思考不同种类的艺术性会给人们带来的不同感受，为接下来的整个单元的学习活动做了铺垫和预热。
Understanding ideas的阅读以新媒体语篇的形式通过主播Zark介绍了在巴黎罗浮宫陈列的两个著名的雕塑和Rembrandt自画像，在介绍艺术作品的同时，主播表达了自己的想法Developing ideas部分阅读从另外一个角度反映单元主题，介绍了我国唐代著名画家韩干的生平和画作《夜照白图》，通过讲故事的手法体现韩干对绘画技艺的精益求精，并引用苏轼的话对韩干进行评价，以上所学都为本节课写作提供了大量的语言知识和真实语境，本节课的写作教学就是在此基础上，让学生进一步学习关于梵高和梵高的画作Sunflowers，通过阅读对画作的介绍和有效的课堂活动，独立完成一篇关于艺术作品的介绍在“写后”环节，开展小组讨论互评，旨在发现问题并提出修改建议，培养学生的自主学合作学习和探究学习的能力学情分析笔者任教班级为高一年级理科班学生，上课形式是小班教学，学生思维活跃，英语学习兴趣较浓，乐于参与课堂活动，但是英语水平参差不齐，对语篇承载的意义缺乏深入理解，但是经过本单元的学习，他们已经掌握了描述性的基本词汇和表达方式，并能用已有的词汇和语言知识进行简单描述，但是在运用丰富句式以及进行评价时可能会存在困难。
教学目标通过本节课的学习，学生能够：1. 通过阅读，总结归纳描写艺术作品的文章的篇章框架结构2. 在语境中练习使用描写艺术作品的词汇和句式3. 从提供的两个情境中选择参考，完成一篇艺术作品的介绍教学过程教学环节教学活动设计意图Pre - readingStep 1The students tell about what is mainly talked about in Live from the Louvre and Han Gan and His horses. The students share their opinions about Han Gan in pairs.导入：通过回顾前面所学内容，发表评论，引导学生进入新课Step 2The teacher plays a video about Van Gogh, introducing his famous paintings. Students read the passage Sunflowers in the book inpidually and then find out the main idea of each paragraph.T he teacher shows the 5th paragraph of Han Gan and His Horses, getting the students to summarize the personal introduction to Han Gan.The teacher shows the 2nd and 3rd paragraph of Live from the Louvre, instructing the students to sum up the descriptions of the two art works.The teacher shows the 5th paragraph on P39 and P45, instructing the students to figure out how to express our own feelings and comments.Invite the students to observe the Sunflower painting, in group of four, discuss the following questions:1. How many flowers are there in a vase?2. Say sth about their forms,colors,postures and directions.3. Why did Van Gogh prefer to paint sunflowers?4. What do sunflowers mean to Van Gogh?5. What does the sunflower painting want to convey to us?Based on the reading comprehension, get students to complete the boxes with the information in Activity 5 independently. Add more if possible.The teacher guides the students to tell what aspects should be included in a passage and pay attention to the outline of how to describe an art work.The teacher gets the students to know not all the aspects should be included in one passage.梳理文章框架结构：教师呈现有意义的情节后重现之前所学，强化对意义的理解并注意其中的语言形式。
师生共同对语篇中的语言形式（尤其是语法结构）进行归纳，并在此基础上归纳出该类文章的框架结构再让学生独立阅读书中对Van Gogh以及他的画作Sunflowers 的介绍，归纳每段中心；四人小组活动，讨论活动中问题，分享自己关于Van Gogh和Sunflowers 的信息；进一步观察画作Sunflowers 并回答问题，围绕主题进一步开展活动，丰富该类文章的写作框架Step 3The teacher illustrates another passage about Van Gogh and his Sunflowers, including more specific information of Sunflower painting and presenting the clear outline of writing.Organize the students 1. to answer the questions in Activity 5 What else do you know about Van Gogh?What do you think of this painting?2. to practise using some linking words and structure to make the description better.3. to rewrite a short passage describing an art work by using the correct linking words and the structure.4. to brainstorm some adjectives make sure that details should be added to make the description more persuasive.5. to read more sentences about how to express opinions on the artist and the art work.6. to instruct the students to combine the details into paragraphs and use the correct linking words to complete the composition.7. to choose one or two partners to share in the group. 聚焦语言学习与内化：通过呈现更为丰富的句子，为学生提供更多准确的语言感知。
学生独立观察、探索和提取总结描述艺术作品和人物所用词汇，操练运用正确的衔接词，巩固表达观点的句型，再次唤起学生已有知识，最后重写Activity 6中关于Sunflowers 的作文While-writingStep 4The students choose from the two situations and write a passage about sunflowers.1. You are a live broadcast(just like Zark ) and now introducing Van Gogh and his famous painting sunflowers.2. You are in charge of the art club，showing a group of art fans in your school in ta famous museum and now is introducing Van Gogh’s painting Sunflowers to them.实践运用，迁移创生；温故而知新，通过创设和本单元提供的情境，让学生以4人小组为单位分析语境，并根据所选择的语境做出恰当的介绍，将本课所学的内容进行实践运用，迁移到所学情境中，再根据所学完成写作任务。
Post --writingStep 5The students share their writings in groups. Try to find some problems in structure and contents, as well as language. Make suggestions on how to revise their writing.The teacher shows one or two students’ writing samples .Guide the students to be clear that the structur。