Unit 2 Assessing Your Progress（以读促写课课件）英语人教版选择性必修第二册

该高中英语课件围绕“跨文化误解的沟通修复”核心，通过“选择情境（捷径vs责任选择）”导入，引导学生预测冲突、分析故事框架（Goal/Obstacle/Choice/Change），圈划冲突、框定线索，搭建“阅读输入-线索分析-写作输出”的学习支架，衔接前后知识。 其亮点在于以任务链驱动，融合思维品质（冲突诊断、逻辑推理）、语言能力（行为描写替代标签，如用动作展示情绪）和文化意识（跨文化沟通实例）。例如，Language Building环节提供“Did you mean...?”等功能句型，写作环节通过微写作和互评培养学习能力，助力学生提升跨文化表达与写作逻辑，为教师提供结构化教学流程和实用工具。

Bridging Cultures Assessing Your Progress 以读促写课 The Presentation That Almost Fell Apart When a misunderstanding happens across cultures, how can people repair it through communication? 1 Learning route 150–180-word continuation: clarification, negotiation and cooperation Misunderstanding Clues Clarification Negotiation Revision Reflection 1. Lead-in 2. Reading Input 3. Conflict & Clues 4. Repair Chain 5. Language Building 6. Writing & Revision Contents Unit 2 | Assessing Your Progress | 2/36 人教版 选择性必修第二册 2 01. Lead-in From a choice to a story problem Lead-in Unit 2 | Assessing Your Progress | 3/36 人教版 选择性必修第二册 3 A quick judgement Which choice can make the story more believable? Shortcut • hide the problem • make the display look perfect • finish quickly Responsible choice • ask what really happened • use evidence before judging • repair the problem through action Lead-in Unit 2 | Assessing Your Progress | 4/36 人教版 选择性必修第二册 4 Core question When a misunderstanding happens across cultures, how can people repair it through communication? Today’s product 150–180-word continuation: clarification, negotiation and cooperation Writing principle Do not force a happy ending. Let clues trigger actions and let actions reveal theme. Lead-in Unit 2 | Assessing Your Progress | 5/36 人教版 选择性必修第二册 5 02. Reading Input Read for setting, conflict and given sentences Lead-in Unit 2 | Assessing Your Progress | 6/36 人教版 选择性必修第二册 6 The Presentation That Almost Fell Apart Read the title and predict the conflict. Original situation Mei had joined a group presentation in Toronto. Alex’s direct feedback sounded like criticism to her, while her silence made the group think she agreed. Prediction prompts 1. What does the character want? 2. What blocks the plan? 3. What choice may repair the problem? Write two words for the possible theme. Lead-in Unit 2 | Assessing Your Progress | 7/36 人教版 选择性必修第二册 7 Read with three marks Do not read for every word; read for continuation. circle conflict box clues underline choices predict actions Reading task Quickly identify: Goal / Obstacle / Choice / Change. Output A continuation must use at least two clues and keep the story realistic. Lead-in Unit 2 | Assessing Your Progress | 8/36 人教版 选择性必修第二册 8 Read for basic information Complete the story frame. Element Answer Why it matters Goal give a group presentation on “Technology and Culture” sets the direction Obstacle different understandings of feedback, silence and revision creates tension Choice avoid the group or clarify intentions and rebuild the slides drives plot Change replace assumptions with questions and shared rules leads to theme Lead-in Unit 2 | Assessing Your Progress | 9/36 人教版 选择性必修第二册 9 Given sentences decide the direction Each paragraph has a fixed function. Paragraph 1 After class, Mei finally asked Alex whether he was angry with her. Function: solve the immediate problem through concrete actions. Paragraph 2 The next morning, the group stood in front of the class again. Function: show the result, character change and theme. Lead-in Unit 2 | Assessing Your Progress | 10/36 人教版 选择性必修第二册 10 03. Post-reading Analysis Diagnose conflict before writing Post-reading Unit 2 | Assessing Your Progress | 11/36 人教版 选择性必修第二册 11 Goal—Obstacle—Choice—Change The continuation must grow from this map. Goal Obstacle Choice Change Part Content Goal give a group presentation on “Technology and Culture” Obstacle different understandings of feedback, silence and revision Choice avoid the group or clarify intentions and rebuild the slides Change replace assumptions with questions and shared rules Post-reading Unit 2 | Assessing Your Progress | 12/36 人教版 选择性必修第二册 12 Avoid weak continuation A believable story repairs the real problem. • make one culture completely right or wrong • solve the problem without communication • let the teacher give an empty moral speech • give a perfect presentation with no revision action Better direction Let characters act on clues: Clarification → Negotiation → Revision. Post-reading Unit 2 | Assessing Your Progress | 13/36 人教版 选择性必修第二册 13 From clue to continuation action Clues are not decorations. They must trigger actions. Clue What it suggests Action in continuation “more critical” Alex means stronger evidence, not personal attack Alex means stronger evidence, not personal attack Mei smiles and says “It’s fine” silence hides discomfort silence hides discomfort Alex deletes his own slides he applies the same standard to himself he applies the same standard to himself teacher’s reminder talk to each other before talking to the audience talk to each other before talking to the audience shared document comments can become evidence for clarification comments can become evidence for clarification Post-reading Unit 2 | Assessing Your Progress | 14/36 人教版 选择性必修第二册 14 Paragraph functions Before drafting, set the job of each paragraph. Paragraph 1 must • start from the given sentence • recover 2 clues • arrange 3–4 actions • move from conflict to repair Paragraph 2 must • enter the new scene • show result of actions • reveal character change • end with a natural reflection Post-reading Unit 2 | Assessing Your Progress | 15/36 人教版 选择性必修第二册 15 04. Plot Planning Build actions before sentences Post-reading Unit 2 | Assessing Your Progress | 16/36 人教版 选择性必修第二册 16 Plot Planning Paragraph 1 action chain Solve the immediate problem without shortcuts. ask for clarification explain feelings listen to intention agree on a revision rule rebuild evidence together Sentence starter After class, Mei finally asked Alex whether he was angry with her. Post-reading Unit 2 | Assessing Your Progress | 17/36 人教版 选择性必修第二册 17 Plot Planning Paragraph 1 emotional line Show the change through action and pause. pressure hesitation discovery decision careful action Do not write The character was honest / brave / careful. Write instead Use fingers, eyes, silence, small movements and concrete evidence. Post-reading Unit 2 | Assessing Your Progress | 18/36 人教版 选择性必修第二册 18 Plot Planning Paragraph 2 action chain The result must respond to Paragraph 1. present with turn-taking connect Chinese and Canadian examples support each other answer questions as one group reflect on bridging cultures Sentence starter The next morning, the group stood in front of the class again. Post-reading Unit 2 | Assessing Your Progress | 19/36 人教版 选择性必修第二册 19 Plot Planning A natural theme landing Theme should come from concrete details. Weak ending The character learned a lesson and everyone was happy. Stronger ending Bridging cultures began when they asked before they assumed. Check: Does the ending recycle an object, action or image from the story? Post-reading Unit 2 | Assessing Your Progress | 20/36 人教版 选择性必修第二册 20 05. Language Building Use actions, evidence and transitions Language Building Unit 2 | Assessing Your Progress | 21/36 人教版 选择性必修第二册 21 Useful expressions Choose language for actions, not labels. Function Useful sentence clarify Did you mean that my part was useless? explain I felt embarrassed because I understood it as public criticism. negotiate How about marking evidence problems before deleting slides? cooperate Alex waited until Mei finished and added a connecting sentence. Language Building Unit 2 | Assessing Your Progress | 22/36 人教版 选择性必修第二册 22 Show, do not label Replace qualities with behaviour. Weak label • She was careful. • He was nervous. • They understood culture. • The journey was meaningful. Behaviour evidence • specific observation • a pause or movement • a line of clarification • one concrete revision or action Language Building Unit 2 | Assessing Your Progress | 23/36 人教版 选择性必修第二册 23 Connect actions logically Use transitions only when they show cause or sequence. At first However After noticing... Instead of... As a result Only then Sentence bridge Only after ______ did ______ realise that ______. Sentence bridge Rather than ______, they decided to ______. Language Building Unit 2 | Assessing Your Progress | 24/36 人教版 选择性必修第二册 24 Build a word bank by function Do not list words randomly. Function Words / phrases Use observe notice, compare, line up, point to find clues repair ask, explain, negotiate, revise solve conflict reflect realise, understand, carry, mean end naturally Language Building Unit 2 | Assessing Your Progress | 25/36 人教版 选择性必修第二册 25 06. Writing & Revision Draft two key moments, then plan the full continuation Writing Unit 2 | Assessing Your Progress | 26/36 人教版 选择性必修第二册 26 Micro-writing 1 Write the turning moment in Paragraph 1. Prompt “Did you mean ______?” Mei asked. Alex shook his head and explained ______. Requirements 2–3 sentences; include one concrete object or action; avoid direct moral labels. Writing Unit 2 | Assessing Your Progress | 27/36 人教版 选择性必修第二册 27 Micro-writing 2 Write the result moment in Paragraph 2. Prompt This time, Alex ______ while Mei ______, and Daniel ______. Requirements 2–3 sentences; connect the result with a recycled clue and one emotional shift. Writing Unit 2 | Assessing Your Progress | 28/36 人教版 选择性必修第二册 28 Two-paragraph plan Use this before drafting. Paragraph Given beginning Must include Para. 1 After class, Mei finally asked Alex whether he was angry with her. 2 clues + 3 actions + decision Para. 2 The next morning, the group stood in front of the class again. result + response + reflection Full writing: 150–180 words. Keep it realistic and coherent. Writing Unit 2 | Assessing Your Progress | 29/36 人教版 选择性必修第二册 29 Drafting frame Control the balance of the two paragraphs. Para.1 75–90 words Para.2 75–90 words 3+ original clues natural theme Teacher reminder A complete draft can be finished after class; in class, complete the plan and two key moments. Writing Unit 2 | Assessing Your Progress | 30/36 人教版 选择性必修第二册 30 Revision Self-checklist 10 points: content first, language second. Criterion Check I recover at least two clues. □ Actions are realistic and connected. □ The given sentences are smoothly continued. □ Theme appears through behaviour, not slogan. □ Language is accurate and coherent. □ Writing Unit 2 | Assessing Your Progress | 31/36 人教版 选择性必修第二册 31 Revision Peer review Give one evidence-based suggestion. One strength The strongest recycled clue is ______ because ______. One revision point The action chain becomes weak at ______. Add ______ to make it clearer. One language upgrade Replace the label “______” with one action or observation. Writing Unit 2 | Assessing Your Progress | 32/36 人教版 选择性必修第二册 32 Revision Reference skeleton Use the logic, not the wording. Paragraph 1 logic ask for clarification → explain feelings → listen to intention → agree on a revision rule → rebuild evidence together Paragraph 2 logic present with turn-taking → connect Chinese and Canadian examples → support each other → answer questions as one group → reflect on bridging cultures Do not copy a model blindly. Check if every action grows from the original text. Writing Unit 2 | Assessing Your Progress | 33/36 人教版 选择性必修第二册 33 Assessing Your Progress Unit reflection Connect this story back to the unit. Reflection question When a misunderstanding happens across cultures, how can people repair it through communication? 60–80 words Use two unit words or phrases and one detail from your continuation. Writing Unit 2 | Assessing Your Progress | 34/36 人教版 选择性必修第二册 34 Homework Finish and revise your continuation. • Complete the 150–180-word continuation of The Presentation That Almost Fell Apart. • Recycle at least three clues from the original text. • Underline two action details and one reflection sentence. • Use the checklist to revise before submission. Homework Unit 2 | Assessing Your Progress | 35/36 人教版 选择性必修第二册 35 The Presentation That Almost Fell Apart Bridging cultures began when they asked before they assumed. 学科网·上好课 36 $