Unit 11 Conflict and Compromise-Viewing Workshop 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-Viewing Workshop 教学目标和重难点 1. 教学目标 Language competence: Master viewing skills to grasp key information and emotional tones in videos, and use related words and sentences to express views on conflict and compromise. Cultural awareness: Understand conflict handling styles in different cultures and cultivate respect for cultural diversity. Thinking quality: Develop critical thinking to analyze conflict causes and evaluate compromise strategies. Learning ability: Form autonomous viewing habits and improve cooperative learning and problem-solving abilities through group activities. 2. 教学重难点 Key points: Master viewing strategies for multi-modal discourse such as videos, accurately extract key information about conflict and compromise, and use target vocabulary and sentence patterns to discuss conflict solutions. Difficult points: Analyze the deep causes of conflicts in videos and evaluate the rationality of compromise strategies from multiple perspectives, as well as express personal views fluently and logically in English. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Learning Interest At the beginning of the class, the teacher starts with daily life scenarios to activate students' prior knowledge and arouse their interest in the theme of "conflict and compromise". The teacher greets students in English and raises open questions closely related to their daily life: "Have you ever had a conflict with your friends, family or classmates? How did you solve it? Did you reach a compromise?" The teacher encourages students to speak freely in English, and guides them to use simple words and sentences to describe their own experiences of conflict and solution. For example, some students may say, "I had a conflict with my deskmate because we disagreed on the group project. Finally, we listened to each other's opinions and made a compromise." The teacher affirms students' answers and summarizes briefly: "Conflicts are common in our daily life, and compromise is an important way to solve conflicts. Today, we will watch a video about conflict and compromise, and learn how to analyze conflicts and understand the importance of compromise through viewing." Then, the teacher presents some key vocabulary and phrases related to the theme, such as conflict, compromise, disagree, argue, negotiate, reach an agreement, solve a problem, etc. The teacher reads the words and phrases aloud, and explains their meanings and usage with simple examples, helping students lay a foundation for understanding the video content. For example, "Compromise means giving up part of your own opinions to reach an agreement with others." At the same time, the teacher briefly introduces the viewing skills that will be used in this class, such as predicting the content of the video according to the title and pictures, focusing on key information (who, what, when, where, why, how) and capturing emotional tones, so that students have a clear goal before viewing. Pre-viewing: Predict and Prepare for Viewing Before playing the video, the teacher shows the title of the video and several key frames to the students, and guides them to predict the content of the video. The title of the video is "Resolving Conflicts Through Compromise", and the key frames include scenes of two people arguing, a group of people discussing, and two people shaking hands and smiling. The teacher asks students: "According to the title and these pictures, what do you think the video will talk about? Who may be the characters in the video? What kind of conflict will they have? How will they solve it?" Students are divided into groups of 4 to 5 to discuss the predictions. During the discussion, the teacher walks around the classroom, listens to students' discussions, and gives appropriate guidance to help them put forward reasonable predictions. After the discussion, each group sends a representative to share their predictions. For example, one group may say: "We think the video will talk about a conflict between two friends, and they will solve it through negotiation and compromise." Another group may predict: "The video may show a conflict in a team, and the team members will reach an agreement through discussion." The teacher summarizes students' predictions and says: "Your predictions are very reasonable. Now let's watch the video and check whether your predictions are correct. When watching, please pay attention to the key information and take simple notes." In addition, the teacher reminds students to pay attention to the following points when viewing: first, identify the characters in the video and their relationships; second, understand the cause and process of the conflict; third, observe how the characters solve the conflict and what compromise strategies they adopt; fourth, pay attention to the emotional changes of the characters and the tone of their dialogue. At the same time, the teacher provides a simple note-taking template for students, which includes columns such as Characters, Conflict Cause, Conflict Process, Compromise Strategies and Result, helping students sort out the key information in the video more clearly. While-viewing: Grasp Key Information and Practice Viewing Skills The video is played twice to ensure that students can fully grasp the key information. The first time, students watch the video comprehensively to get a general understanding of the content, confirm their predictions, and grasp the main plot of the video. The video tells a story about a group of students who are preparing for a school art show. Two students in the group, Lily and Tom, have a conflict because they disagree on the theme of the show: Lily wants to choose a traditional theme, while Tom insists on a modern theme. They argue fiercely and even refuse to communicate with each other, which makes the preparation of the art show fall into a stalemate. Later, with the help of the group leader, they sit down to negotiate, listen to each other's opinions, and finally reach a compromise: they combine the traditional and modern elements to determine the theme of the show, and the preparation work continues smoothly. After the first viewing, the teacher asks simple questions to check students' general understanding of the video: "What is the video about? Who are the main characters? What is the conflict between them?" Students answer the questions one by one, and the teacher corrects their mistakes and supplements the key information to ensure that every student has a basic understanding of the video content. The second time, students watch the video carefully according to the note-taking template and the requirements reminded by the teacher, and take detailed notes. The teacher pauses the video at key points to give students time to take notes and think. For example, when the video shows Lily and Tom arguing, the teacher pauses and asks: "What are Lily's and Tom's opinions? What is the reason for their conflict?" When the video shows the negotiation process between Lily and Tom, the teacher pauses again and guides students to observe: "What are the words and sentences they use during the negotiation? What compromise strategies do they adopt?" During the viewing process, the teacher pays attention to the performance of each student, and provides timely help to students who have difficulty in grasping the key information. For example, for students who cannot keep up with the speed of the video, the teacher can remind them to focus on the key sentences and ignore the unimportant details; for students who do not understand some words or sentences, the teacher can give simple explanations in English to help them understand the content without affecting the viewing process. Post-viewing: Analyze and Discuss, Deepen Understanding After the video is played, the teacher organizes students to carry out a series of post-viewing activities to help them deepen their understanding of the video content, analyze the conflict and compromise strategies, and practice their oral expression ability. First, group discussion. Students are divided into the original groups to discuss the following questions based on their notes: 1. What is the root cause of the conflict between Lily and Tom? 2. What problems did they have in solving the conflict at first? 3. What compromise strategies did they adopt finally? Do you think these strategies are effective? Why? 4. What can we learn from their experience in solving conflicts? During the discussion, the teacher requires students to use the key vocabulary and phrases learned before, and express their views in English as much as possible. The teacher walks around the classroom, participates in the discussion of each group, guides students to think deeply, and helps them solve the problems encountered in the discussion. For example, if a group has difficulty in analyzing the root cause of the conflict, the teacher can prompt: "Is the conflict only because of the different choices of the theme? Are there other reasons, such as not listening to each other's opinions?" After the group discussion, each group sends a representative to share the discussion results with the whole class. The teacher listens carefully to the representatives' speeches, affirms their reasonable views, and puts forward supplementary opinions. For example, when a group shares the compromise strategy adopted by Lily and Tom, the teacher can supplement: "They not only combined their own opinions, but also listened to the suggestions of the group leader, which is an important part of solving the conflict. Listening to others' opinions is the premise of compromise." At the same time, the teacher guides students to summarize the key points of the video, such as the process of conflict (occurrence - development - solution) and the key factors of compromise (listening, understanding, tolerance, mutual concession). Second, language points consolidation. The teacher sorts out the key words, phrases and sentences in the video, and organizes students to carry out consolidation exercises. For example, the key sentences in the video: "I think we should choose a traditional theme because it can show our culture." "I disagree. A modern theme will be more attractive to students." "Let's make a compromise. We can combine traditional and modern elements." The teacher asks students to read these sentences aloud, understand their meanings and structures, and then make sentences with the key phrases such as "disagree with", "make a compromise", "combine...with...". Students practice in pairs, and then the teacher invites several students to show their sentences to check their mastery of the language points. Third, critical thinking training. The teacher puts forward extended questions to guide students to think from multiple perspectives: "If you were Lily or Tom, what would you do to solve the conflict? Would you adopt the same compromise strategy? Why or why not?" "Are there any other ways to solve their conflict?" "In what situations can we use compromise to solve conflicts? Are there any situations where we should not compromise?" These questions encourage students to think independently, put forward their own views, and cultivate their critical thinking ability. For example, some students may say: "If I were Tom, I would listen to Lily's opinions first, and then explain my own views, so that we can communicate more smoothly." Some students may think: "Compromise is a good way to solve conflicts, but we should not compromise on principles." The teacher affirms students' different views and guides them to realize that there is no fixed way to solve conflicts, and we should choose appropriate strategies according to specific situations. Extension and Application: Connect with Real Life, Improve Comprehensive Ability To help students apply the knowledge and skills learned in this class to real life, the teacher organizes an extension activity: "Conflict Resolution Simulation". Students are divided into groups, and each group is assigned a real-life conflict scenario, such as: 1. A conflict between two roommates because one often stays up late and makes noise; 2. A conflict between a student and a teacher because the student thinks the teacher's arrangement is unreasonable; 3. A conflict between two friends because they want to do different things on weekends. Each group needs to design a short scene according to the assigned scenario, show the process of conflict occurrence and resolution, and use the compromise strategies and language points learned in this class. Before the simulation, the teacher gives students 15 minutes to discuss and prepare. During the preparation process, the teacher walks around the classroom to guide students to design reasonable plots, use appropriate language and performance, and ensure that the simulation can reflect the theme of conflict and compromise. For example, for the scenario of roommates' conflict, the teacher guides students to design the process of "conflict occurrence - mutual accusation - calm communication - compromise and solution". After the preparation, each group performs their simulation in front of the whole class. Other students watch carefully and take notes, and then evaluate the performance of each group from the following aspects: 1. Whether the conflict scenario is realistic; 2. Whether the compromise strategy is reasonable; 3. Whether the language used is accurate and fluent; 4. Whether the performance is natural. The teacher makes a summary evaluation, affirms the advantages of each group, points out the areas that need improvement, and guides students to learn from each other's strengths. After the simulation activity, the teacher organizes students to share their feelings and experiences. The teacher asks: "Through this simulation activity, what have you learned? How will you handle conflicts in your daily life in the future?" Students express their views freely, and the teacher guides them to realize that communication and compromise are important ways to solve conflicts, and that we should respect others' opinions, be tolerant and understanding, and handle conflicts rationally. Summary and Homework: Consolidate and Extend At the end of the class, the teacher summarizes the content of this class. The teacher says: "Today, we watched a video about conflict and compromise, mastered the viewing skills to grasp key information, learned the key vocabulary and phrases related to conflict and compromise, and analyzed the process of conflict and compromise strategies. Through group discussion and simulation activities, we also improved our oral expression ability and critical thinking ability. We should remember that conflict is not terrible, and the key is to find the right way to solve it. Compromise is not to give up our own principles, but to find a balance between our own needs and others' needs through communication and understanding." Then, the teacher assigns homework to help students consolidate the knowledge and skills learned in this class: 1. Review the key vocabulary, phrases and sentences in this class, and write a short passage (about 100 words) to describe a conflict you have experienced and how you solved it, using the language points learned in this class. 2. Watch another video about conflict and compromise (the teacher provides a list of recommended videos), take notes, and analyze the conflict and compromise strategies in the video. 3. Discuss with your family or friends about a conflict they have experienced, and give your own suggestions on how to solve it. Finally, the teacher encourages students to apply what they have learned to their daily life, actively communicate with others, handle conflicts rationally, and become people who know how to compromise and respect others. The class ends with a positive and encouraging note. Throughout the teaching process, the four-dimensional core literacy is fully integrated. Language competence is improved through viewing, discussion, simulation and writing; cultural awareness is cultivated by guiding students to understand different conflict handling styles and respect diverse views; thinking quality is developed through analyzing conflicts, evaluating compromise strategies and thinking independently; learning ability is enhanced by guiding students to form autonomous viewing habits and carry out cooperative learning. The teaching process is student-centered, focusing on the combination of knowledge and practice, so that students can not only master the key knowledge and skills, but also improve their comprehensive quality, which is in line with the requirements of the new English curriculum standard. 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 $