Unit 11 Conflict and Compromise-Topic talk Conflict and Compromise 教案-2025-2026学年高中英语北师大版选择性必修第四册

Unit 11 Conflict and Compromise-Topic talkConflict and Compromise 教学目标和重难点 教学目标 It focuses on language competence by practicing topic-related expression, cultivates cultural awareness through understanding cross-cultural conflict handling, develops thinking quality via critical analysis, and promotes learning ability by guiding autonomous and cooperative exploration. 教学重难点 Key: Mastering core vocabulary (negotiation, resolution, annoying) and sentence patterns for expressing conflicts and compromises. Difficulty: Using target language to analyze conflicts and put forward reasonable compromise solutions flexibly. 教学过程 Lead-in: Activate Prior Knowledge and Introduce the Topic The lead-in link is designed to arouse students' interest in the topic, connect their daily life experience with the teaching content, and lay a foundation for the subsequent learning. First, the teacher will show some pictures and short video clips related to conflicts and compromises through multimedia equipment. The pictures include common conflict scenarios in daily life, such as disputes between classmates over group work, contradictions between family members due to different opinions, and negotiations between neighbors over noise problems. The video clip is a 2-minute English short film, which tells a story about two friends who have a conflict because of a misunderstanding and finally reach a compromise through communication. After watching the pictures and video, the teacher will ask students to answer two questions in English: "Have you ever met a conflict in your daily life? How did you solve it?" When students answer, the teacher will listen carefully, give positive feedback in time, and guide students to use simple English to describe their own experiences. For example, if a student says, "I once had a conflict with my deskmate because he borrowed my pen and didn't return it. Finally, he apologized to me and returned the pen," the teacher can respond: "That's a good example. You solved the conflict through communication and apology. This is a kind of compromise." Then, the teacher will summarize students' answers, point out that conflict is a common phenomenon in daily life, and compromise is an effective way to solve conflicts. Finally, the teacher will clearly introduce the topic of this lesson: Conflict and Compromise, and briefly explain the learning objectives of this lesson, so that students can have a clear understanding of what they will learn. Presentation: Master Core Vocabulary and Sentence Patterns This link is the key part of the lesson, aiming to help students master the core vocabulary and sentence patterns related to the topic, which provides language support for their subsequent expression and communication. First, the teacher will present the core vocabulary of this lesson through PPT, including negotiation, resolution, annoying, convenience, inconvenience, ashamed, assignment, inquiry and other words. For each word, the teacher will explain its pronunciation, part of speech and meaning in detail, and give simple and easy-to-understand example sentences combined with the topic of conflict and compromise, so that students can understand and remember the words in context. For example, when explaining the word "negotiation", the teacher will say: "Negotiation means formal discussion between people or groups to reach an agreement. For example, when two countries have a conflict, they may have a negotiation to solve the problem." Then, the teacher will ask students to read the word and example sentences after him, correct their pronunciation and intonation in time, and ensure that each student can read the word correctly. For some words with similar meanings or different forms, such as "annoying" and "annoyed", "convenience" and "inconvenience", the teacher will make a comparison and explanation, helping students distinguish and master their usage. After explaining the vocabulary, the teacher will present the core sentence patterns related to expressing conflicts and compromises, such as "I have a conflict with... because...", "The reason for the conflict is...", "We can solve the conflict by...", "It is necessary to make a compromise because...", "The best way to deal with the conflict is to...". For each sentence pattern, the teacher will give example sentences combined with specific conflict scenarios, and guide students to understand the structure and usage of the sentence patterns. For example, for the sentence pattern "I have a conflict with... because...", the teacher will give the example sentence: "I have a conflict with my brother because he always takes my toys without asking." Then, the teacher will ask students to practice making sentences with the sentence patterns, using the vocabulary they just learned. For example, ask students to make a sentence with "negotiation" and the sentence pattern "We can solve the conflict by...", and some students may say: "We can solve the conflict by having a negotiation with each other." The teacher will praise students' performance and correct their mistakes in sentence making, ensuring that students can master the usage of core sentence patterns. Practice: Consolidate Knowledge and Improve Language Application Ability The practice link is designed to help students consolidate the learned vocabulary and sentence patterns, and improve their ability to use the target language to express and communicate. This link is divided into three levels of practice: individual practice, pair work and group work, which meets the needs of students with different English levels and ensures that each student can participate in the practice actively. First, individual practice. The teacher will show some conflict scenarios on the PPT, such as "A student forgot to finish his homework and lied to the teacher", "Two classmates quarreled because of a game", "A neighbor plays loud music late at night". Then, ask students to write 2-3 sentences for each scenario, describing the conflict and the possible solution, using the core vocabulary and sentence patterns they just learned. During the practice, the teacher will walk around the classroom, guide students who have difficulties in writing, and answer their questions. After the practice, the teacher will invite 2-3 students to read their sentences to the whole class, comment on their writing, affirm their advantages, and point out the places that need improvement. For example, if a student writes: "A neighbor plays loud music late at night. I have a conflict with him. We can solve it by negotiation.", the teacher can say: "Your sentence is correct, but you can use more advanced vocabulary, such as 'We can solve the conflict by having a negotiation with him and asking him to turn down the music'." Second, pair work. The teacher will divide students into pairs, and assign each pair a specific conflict scenario. The scenarios are closely related to students' daily life, such as conflicts between students and teachers, conflicts between friends, conflicts between family members. Then, ask each pair to have a dialogue according to the scenario: one student plays the role of one party in the conflict, and the other plays the role of the other party. They need to express their own opinions and feelings, analyze the cause of the conflict, and put forward a compromise solution. During the dialogue, they must use the core vocabulary and sentence patterns learned in this lesson. The teacher will give students a few minutes to prepare, and then walk around the classroom to observe students' dialogue, guide them to use the target language correctly, and help them solve the problems encountered in the dialogue. After the preparation, the teacher will invite 2-3 pairs to perform their dialogue in front of the whole class. After each performance, the teacher will make comments, praise the pairs that perform well, and put forward suggestions for improvement. For example, if a pair performs a dialogue about a conflict between friends because of a misunderstanding, the teacher can say: "Your dialogue is very natural, and you used a lot of the vocabulary and sentence patterns we learned today. If you can add more emotional expressions, such as 'I feel very sad because you misunderstood me', the dialogue will be better." Third, group work. The teacher will divide students into groups of 4-5, and assign each group a task: design a conflict scenario by themselves, and then perform a short play to show how to solve the conflict through compromise. The short play should include the cause of the conflict, the performance of both parties in the conflict, the process of communication and negotiation, and the final compromise solution. During the preparation, each group member should have a clear division of labor: some are responsible for designing the scenario, some are responsible for writing the lines, some are responsible for performing, and some are responsible for checking whether the lines use the core vocabulary and sentence patterns correctly. The teacher will walk around the classroom, provide guidance for each group, help them solve the problems encountered in the preparation, and ensure that each group can complete the task smoothly. After the preparation, each group will perform their short play in turn. After all groups have performed, the teacher will make a summary comment, affirm the advantages of each group, such as creative scenarios, fluent lines, and correct use of language, and point out the places that need improvement, such as insufficient emotional expression, incorrect use of some sentence patterns. At the same time, the teacher will guide students to evaluate each other's performances, so as to improve their ability of language evaluation and appreciation. Exploration: Deepen Understanding of the Topic and Cultivate Thinking Quality This link aims to guide students to think deeply about the connotation of conflict and compromise, understand the importance of compromise, and cultivate their critical thinking ability and problem-solving ability. First, the teacher will ask students to discuss two questions in groups: "Is all conflict bad? What are the positive and negative effects of conflict?" "What is the difference between compromise and giving in? When should we compromise, and when should we insist on our own principles?" During the discussion, the teacher will guide students to think from multiple angles, encourage them to express their own opinions, and respect different views. For example, when discussing the first question, some students may think that all conflict is bad because it will hurt the feelings between people; some students may think that conflict is not all bad, because it can help people find problems and solve problems, and promote the improvement of relationships. The teacher will summarize students' opinions, point out that conflict is a double-edged sword: excessive conflict will bring negative effects, such as damaging relationships, causing contradictions; but proper conflict can promote communication and understanding between people, and help people solve problems better. When discussing the second question, the teacher will guide students to understand that compromise is not giving in blindly, but finding a balance between their own interests and the interests of others on the premise of adhering to their own principles. Compromise is a kind of wisdom, which can help people solve conflicts peacefully and maintain good relationships. For example, if two classmates have a conflict because they want to choose different topics for the group project, they can compromise by combining the two topics or choosing a third topic that both of them are satisfied with, instead of one party giving in to the other unconditionally. After the group discussion, the teacher will invite representatives of each group to share their discussion results with the whole class, and then make a summary, emphasizing that in daily life, we should correctly treat conflicts, learn to communicate and negotiate with others, and master the skills of compromise, so as to maintain good interpersonal relationships. At the same time, the teacher will introduce some cross-cultural differences in conflict handling and compromise, such as people from different cultural backgrounds may have different attitudes and methods when facing conflicts. For example, people from Western countries may be more direct in expressing their opinions when facing conflicts, while people from Eastern countries may be more euphemistic and pay more attention to maintaining harmony. This can help students cultivate cross-cultural awareness and improve their cross-cultural communication ability. Consolidation and Extension: Strengthen Knowledge and Apply to Real Life This link aims to help students further consolidate the knowledge learned in this lesson, and guide them to apply the knowledge to real life, so as to achieve the goal of "learning for use". First, the teacher will arrange a small writing task: ask students to write a short passage of 80-100 words, describing a conflict they have encountered in their daily life, the process of solving the conflict, and their feelings and insights after solving the conflict. The passage must use the core vocabulary and sentence patterns learned in this lesson. During the writing, the teacher will walk around the classroom, guide students who have difficulties in writing, and help them sort out their ideas. After the writing, the teacher will collect some students' works, read them to the whole class, and make comments, affirming their advantages and pointing out the places that need improvement. This can not only help students consolidate the learned knowledge, but also improve their writing ability. Then, the teacher will carry out an extension activity: "Conflict Solution Workshop". The teacher will show some more complex conflict scenarios, such as conflicts between students and parents over academic pressure, conflicts between classmates over competition for positions in the student union, conflicts between neighbors over property disputes. Then, ask students to work in groups to discuss the solutions to these conflicts, and write a "Conflict Solution Plan", which includes the cause of the conflict, the analysis of both parties' needs, the specific compromise plan, and the expected effect. After the discussion, each group will present their "Conflict Solution Plan" to the whole class, and the teacher and other students will put forward suggestions for improvement. This activity can help students apply the knowledge and skills learned in this lesson to more complex real-life scenarios, improve their problem-solving ability and cooperative ability. In addition, the teacher will recommend some extended resources to students, such as English books about conflict resolution and compromise, such as "Nonviolent Communication" and "Negotiation Skills", and English video clips such as TED Talks about conflict handling. Encourage students to read and watch these resources after class, further expand their knowledge, and improve their comprehensive language application ability and thinking quality. Summary and Homework: Review Knowledge and Promote Continuous Learning First, the summary. The teacher will lead students to review the key content of this lesson, including the core vocabulary (negotiation, resolution, annoying, etc.), core sentence patterns (expressing conflicts and compromises), and the connotation and importance of conflict and compromise. The teacher will emphasize that this lesson not only helps students master the relevant language knowledge, but also guides them to learn to correctly handle conflicts in daily life, master the skills of compromise, and cultivate good interpersonal relationships. At the same time, the teacher will summarize students' performance in this lesson, praise the students who actively participate in the activities and perform well, and encourage the students who have difficulties to continue to work hard. Then, the homework arrangement. The homework is divided into two parts: basic homework and extended homework. The basic homework is to review the core vocabulary and sentence patterns learned in this lesson, copy the words and example sentences, and recite the core sentence patterns. This is to help students consolidate the basic knowledge and lay a solid foundation. The extended homework is to complete the writing task assigned in the consolidation and extension link, and have a dialogue with their family members or friends in English about a conflict they have encountered, practicing the language skills learned in this lesson. In addition, students are required to observe the conflicts around them and think about how to solve them through compromise, and write a short reflection. This can guide students to apply the knowledge learned in this lesson to real life, and promote their continuous learning and progress. In the whole teaching process, the teacher adheres to the student-centered teaching concept, pays attention to the interaction between teachers and students and between students and students, and through a variety of teaching activities, stimulates students' learning interest, helps students master the target language, deepen their understanding of the topic, and improve their comprehensive language application ability and core literacy. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $