摘要：文本解讀對(duì)有效開展讀寫結(jié)合教學(xué)具有重要意義。通過深度解讀和探究文關(guān)鍵詞：引言：文本解讀對(duì)有效開展讀寫結(jié)合教學(xué)具有重要意義。通過深度解讀和探究文Isitagoodideatokeeppetdogs?Mary支持飼養(yǎng)的觀點(diǎn)展開論述。整篇文章陳述結(jié)構(gòu)清晰，beginningendingshould提出建Keepingapetdogisgood教師針對(duì)閱讀文本提出問題：What‘sMary’sopiniononkeepingapetdog?學(xué)生快tablediagramthe“tabletopgivesanopionKeepingapetdogisgoodDogsareWecanwecanlearnDodsaboutlifeanddeathloveselectingatopic和supportingtheopinion兩個(gè)思考步驟，在課堂教學(xué)中將真正的寫作思維過程呈現(xiàn)出來(lái)，掌握用tablediagram的圖示進(jìn)行構(gòu)思的方法。tablediagram，思考：DoesMarygivethereasonstosupportheropinions?Whatelesdoesshedotosupportherreasons?Forexample,whenMarygivesthereason“Dogsarereallycute.”whatelesdoesshesay?Shealsosays“It’snicetopickthemupandholdtheminourarms,andwonderfultoseethemgrowingup為了使這段細(xì)節(jié)描寫的畫面感更強(qiáng)，教師提出了更能共情畫面的問題：Canyoumakeapictureinyourmindwhenyoureadthesedetails?并把details這個(gè)詞讀得更重，且板書出來(lái)。教師繼續(xù)追問thewriterdescribesfeelingstous.Whatdoyouthinkofdogswhenyoureadthesedescripitions?此時(shí)教師板書出descripitions的同時(shí)學(xué)生回答Ithinktheyarereallycute.使小狗的可愛的形象躍然紙上，也更充分的證明論點(diǎn)Keepingapetdogisgoodidea，使論點(diǎn)更有說服力，所以教師引導(dǎo)學(xué)生認(rèn)識(shí)到：Sothesedescripitionswillhelpmakeyoubelievethewriter’swords.Theyarepersuasive.教師及時(shí)在details前板書persuasive。在談?wù)摰诙€(gè)論據(jù)時(shí)，怎么更具有說服力時(shí)教師讓學(xué)生思考：WhatdetailsdoesMarygivethereason---Wecanlearnaboutresponsibilityfromkeepingadog? 答Wehavetofeedthem,trainthemandplaywiththem.Wehaveto...atnight.教師追問：Aretheyreallyourresponsibilityifwekeepapetdog?在學(xué)生給出肯定的答案后，教師總結(jié)：Sothesearereallywhatwehavetodoifwekeepapetdog.Thewriterusesthefactstosupportthereason.同時(shí)板書facts。在此之后，教師讓學(xué)生討論：WhydoesMaryquotehermum’swords?得出的結(jié)論為---引用他人的話語(yǔ)可使論述更加客觀，更具有說服力小結(jié)寫作技能：wecanusethesupportingdetailssuchasdescriptions,factsandquotationsinourwritingtomakeouropinionsmoredetails三種更有力的論證論據(jù)的寫作技能來(lái)使文章更有說服力。針對(duì)文本論述觀點(diǎn)的銜接教師提問：Marygiveslotsofreasonsandsupportingdetails,buthowdoesthewriterlinkthem?學(xué)生再讀文本，迅速找出文本的字、詞和句，如“first,second,also,what’smore,finally,asaresult,therearealotofreasonsforthis. 然后結(jié)合板書小結(jié)出：wecanusethesepropertransitionstomakeourwritingmorelogicalandfluent.針對(duì)文本的觀點(diǎn)出現(xiàn)的開頭和結(jié)尾，教師提問：Ifthepassagejustsay“keepingadogisagoodidea.”tobeginthepassage,what’sthedifference?Howwillyoufeelwhenyoureadthesetwokindsofbeginnings?在學(xué)生回答的基礎(chǔ)上得出結(jié)論：使用anopinionstatement(theopinion+asummaryofthereasons)Mary再次表達(dá)觀點(diǎn)時(shí)思考：whatdoesmarywanttoexpress?在學(xué)生回答的基礎(chǔ)上得出結(jié)論---結(jié)尾處restatetheopinionandmakeaclearcalltoaction。繼續(xù)追問：Underlinethesetencesincludingsuggestionsandthinkaboutwhythewriterdoesso?學(xué)生能很快的找出shouldshould來(lái)表示建議，不使用這樣的句子效果很怎樣。最后師生得出結(jié)論---Inordertomakeourwritingmoreconfidentandpersuasive,wecantrythesetwotips:（1）Atthebeginningofourwriting,wecanuseanopinionstatementtoclearlystateouropinion.（2）Attheendofourwriting,wecanrestatetheopinionandmakeaclearcalltoaction.wecanalsomakesomesuggestionsinourwritingtomakeitsvoicemoreconfident.至此，整篇文章結(jié)構(gòu)陳述清晰2021AsaGrade-ninestudent,isitagoodideatowatchTVduringschooldays?這一話題發(fā)表自己的見解。在承接閱讀文本的同時(shí)，讓學(xué)生就“isitagoodideatowatchTVduringschooldays”一事發(fā)whetherisitagoodideatowatchTVduringschooldays?80checklist。Checklistforself-DoIusestrongdetails(descripition,factsorquotations)tosupportmyopinion? DoItrytosound DoIuseproper Overscore: checklist評(píng)價(jià)同checklistChecklistforsharing&Doeshe/sheusestrongdetails(descripition,factsor