英语周报高二课标2020-2021一期答案，小编收集了英语周报高二课标2020-2021一期答案的相关答案，没有答案的敬请期待！完整版的周报答案关注wx号：趣找答案
1. 根据短文内容，从短文后的选项中选出能填人空白处的最佳选项。有两项为多余选项。
Today's students are
surrounded by information. The ability to figure out exactly why authors
write—and not accept every opinion as fact—is a key skill. {#blank#}1{#/blank#} The following strategies teach them how to figure out why authors
really write.
Start with why. "Why
did the author write this piece?" is the key question asked to identify
author's purpose. To help students expand their understanding of "why,"
post various types of nonfiction (an advertisement, opinion article, news
article, etc.) around your classroom and have students quickly identify a
purpose for each. {#blank#}2{#/blank#}
Talk about structure.
Authors use different structures for different purposes. For example, one
author may use time order to explain an event, while another author uses
compare and contrast to put that event into context.
{#blank#}3{#/blank#}Often when authors write, they're trying to get
readers to feel a certain way. Perhaps the author of an article about whale
conservation wants readers to feel sad about the difficult situation of whales.
Or the author of a letter may want to make the recipient feel better about a
situation. After students read a text, stop and ask: How do you feel? And how
did the author get you to feel this way?
Connect it to students' own
writing. It doesn't have to be said that writing and reading go hand in hand. {#blank#}4{#/blank#} When students are asked to write about a topic that they think
everyone should know about, to explain a procedure or to share a personal
memory, they'll become more conscious of how authors approach writing.
Observe how purpose changes
within a text. Author's purpose is often studied through the text as a whole,
but authors have different reasons for writing within texts as well. {#blank#}5{#/blank#} Then, they may launch into a list of facts that make the reader
feel discouraged about the situation. And finally, they may conclude with an
appeal. Take a short article and break it apart, identifying the different
purposes so that students see how author's purpose changes as they read.
A. Get to the heart.
B. Identify the topic.
C. The readers may get more advanced in their work with
informational text.
D. For example, an author may include a funny anecdote (轶事) to draw the reader in.
E. In particular, they'll need to figure out author's purpose and
draw their own conclusions.
F. Expand students' awareness of why people write by having them
write for different purposes.
G. Or keep a running Author's Purpose board with a list of the
various reasons that authors write.
