Unit 11 Conflict and Compromise-Lesson 2 Dealing with Conflict 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-Lesson 2 Dealing with Conflict 教学目标和重难点 教学目标 Language Competence: Enable students to master key words and phrases related to conflict and its resolution, and use appropriate English expressions to describe conflict scenarios, express opinions and put forward solutions. Cultural Awareness: Guide students to understand the differences in conflict handling styles among different cultures, cultivate respect for diverse cultures and cross-cultural communication awareness. Thinking Quality: Help students analyze the causes and characteristics of conflicts, develop critical thinking and logical reasoning abilities to explore reasonable solutions. Learning Ability: Cultivate students' autonomous learning, cooperative inquiry and problem-solving abilities, enabling them to actively participate in classroom activities and summarize learning experience. 教学重难点 Key Points: Master key vocabulary (such as conflict, compromise, negotiate, tolerate) and sentence patterns about conflict resolution; understand the main idea and structure of the text; be able to use basic strategies to describe conflicts and put forward solutions in English. Difficult Points: Correctly use complex sentences to express views on conflict handling; accurately understand the connotation of compromise and apply relevant strategies to practical conflict scenarios; improve cross-cultural communication ability in conflict handling. 教学过程 Lead-in: Arouse Interest and Introduce the Topic The lead-in link is designed to arouse students' interest in the topic of conflict, connect with their real life experience, and lay a foundation for the subsequent text learning and theme exploration. First, the teacher will show some common conflict scenarios in daily life through multimedia, such as conflicts between classmates over group task division, conflicts between family members over daily arrangements, and conflicts between friends over different opinions. Then, the teacher will ask students to think and discuss in pairs: “Have you ever encountered such conflicts in your life? How did you deal with them at that time? Was the result satisfactory?” After the pair discussion, invite 2-3 groups of students to share their own experiences and handling methods. During the sharing process, the teacher will guide students to use simple English expressions to describe the conflict process and their own practices, and timely supplement key words related to conflict, such as “disagreement”, “quarrel”, “solve”, “compromise”. Then, the teacher will make a brief summary: Conflicts are common in our daily life, and they are not terrible. What matters is how we deal with them correctly. Today, we will learn Lesson 2 Dealing with Conflict, which will help us understand more about conflict and master scientific methods to resolve conflicts. This link not only connects students' real life with the teaching content, but also helps students initially establish the awareness of using English to discuss practical topics, laying a good emotional and language foundation for the subsequent teaching. Pre-reading: Preview Vocabulary and Predict the Text Pre-reading is an important link to help students remove language obstacles and improve reading efficiency. In this link, the teacher will focus on guiding students to master key vocabulary and phrases, and predict the main content of the text based on the title and pictures. First, vocabulary teaching. The teacher will present the key vocabulary of this lesson on the blackboard or multimedia, including nouns (conflict, compromise, negotiation, misunderstanding), verbs (negotiate, tolerate, resolve, apologize), adjectives (disappointed, annoyed, reasonable, flexible) and phrases (deal with, come to an agreement, see eye to eye, give in). For each word and phrase, the teacher will explain its meaning, pronunciation and usage, and give example sentences closely related to conflict scenarios. For example, when explaining “compromise”, the teacher will give the example sentence: “In order to resolve the conflict, both sides decided to compromise and make some concessions.” Then, let students make their own sentences using the key words and phrases in pairs, and invite some students to share their sentences to check their mastery. After mastering the key vocabulary, the teacher will guide students to predict the text content. Show the title “Dealing with Conflict” and the pictures in the text to the students, and ask: “What do you think this text will talk about? What aspects of dealing with conflict will it introduce?” Encourage students to express their own guesses freely. Some students may guess that the text will introduce the causes of conflicts, some may think it will talk about different methods of dealing with conflicts, and others may guess that it will introduce cases of successful conflict resolution. The teacher will affirm students' reasonable guesses and guide them to form the habit of predicting the text content before reading, which helps to improve their reading initiative and pertinence. In addition, the teacher will briefly introduce the background of the text: This text mainly introduces common conflict scenarios and scientific conflict resolution strategies, aiming to help students establish a correct attitude towards conflict and master practical methods to resolve conflicts. This background introduction can help students better understand the purpose and significance of the text. While-reading: In-depth Reading and Comprehension While-reading is the core link of text learning, aiming to help students understand the main idea, structure and key details of the text, and improve their reading ability. This link is divided into three steps: fast reading, careful reading and intensive reading. Fast Reading: Students are asked to read the text quickly within a certain range, ignore the unknown words that do not affect the understanding of the main idea, and complete two tasks: First, find out the main idea of the text; second, divide the text into several parts and summarize the main content of each part. After reading, invite students to share their answers. The teacher will make a summary: The main idea of the text is to introduce common conflict scenarios and four key strategies for dealing with conflicts, and emphasize the importance of compromise and communication in conflict resolution. The text can be divided into three parts: The first part (Paragraph 1) introduces that conflicts are common in daily life and have both negative and positive effects; the second part (Paragraphs 2-5) introduces four strategies for dealing with conflicts in detail, including avoiding, competing, compromising and cooperating; the third part (Paragraph 6) summarizes the importance of choosing appropriate strategies according to different conflict scenarios. Through fast reading, students can quickly grasp the overall framework of the text, establish a macro understanding of the text, and lay a foundation for in-depth reading. Careful Reading: Students are asked to read the text carefully, pay attention to the key details, and complete the following tasks: (1) List the four conflict resolution strategies mentioned in the text and briefly describe each strategy; (2) Find out the signal words used in the text to connect the context, such as “firstly”, “secondly”, “in addition”, “however”; (3) Underline the difficult sentences in the text and try to understand their meanings with the help of context and vocabulary. After students complete the tasks independently, the teacher will organize group discussions to exchange and discuss the answers. For the four conflict resolution strategies, the teacher will guide students to clarify their characteristics: Avoiding means ignoring the conflict and not taking any action, which is suitable for trivial conflicts; Competing means insisting on one's own opinions and trying to make the other party accept them, which is suitable for urgent and important conflicts; Compromising means both sides making concessions to reach an agreement, which is suitable for most common conflicts; Cooperating means both sides working together to find a solution that satisfies both parties, which is the most ideal strategy. For the signal words, the teacher will emphasize their role in connecting the context and helping to grasp the logical structure of the text. For the difficult sentences, the teacher will explain them in detail, analyze the sentence structure, and help students understand the meaning of the sentences. For example, the sentence “It is important to remember that no single strategy works for all conflicts.” The teacher will analyze the sentence structure: “It” is a formal subject, and the real subject is the clause “that no single strategy works for all conflicts.” Then, explain the meaning of the sentence: It is important to remember that there is no single strategy that is suitable for all conflicts. Through careful reading, students can deeply understand the key details and logical structure of the text, and solve the language obstacles in the reading process. Intensive Reading: On the basis of careful reading, students are asked to read the text intensively, focus on the author's attitude and the connotation of the text, and complete the following tasks: (1) What is the author's attitude towards conflicts? (2) Why does the author say that compromise and communication are important in conflict resolution? (3) Combine the text content and your own experience, talk about which strategy is more suitable for dealing with conflicts between classmates. The teacher will organize students to discuss these questions in groups. During the discussion, the teacher will walk around the classroom, guide students to express their views based on the text content, and encourage students to combine their own real experiences to elaborate. After the group discussion, invite each group to send a representative to share the discussion results. The teacher will make a summary: The author believes that conflicts are not all negative. Properly handling conflicts can promote mutual understanding and improve relationships. Compromise and communication are important because they can help both sides understand each other's needs, reduce contradictions, and reach a consensus that is acceptable to both sides. For conflicts between classmates, the compromising or cooperating strategy is more suitable, because classmates need to get along with each other for a long time, and mutual concession and cooperation can maintain a good relationship. Through intensive reading, students can not only understand the surface meaning of the text, but also deeply grasp the author's intention and the connotation of the text, and combine the text content with their own life experience, laying a foundation for the subsequent application of knowledge. IV. Post-reading: Consolidation and Application Post-reading is an important link to consolidate the knowledge learned, improve the ability of language application, and realize the migration and extension of knowledge. This link is divided into three parts: language consolidation, theme discussion and practical application. Language Consolidation: This part mainly aims to help students consolidate the key vocabulary, phrases and sentence patterns learned in this lesson. The teacher will design two exercises: (1) Fill in the blanks with the correct form of the key words and phrases learned in this lesson. For example: We need to find a way to ______ the conflict between the two teams. (resolve) Both sides are willing to ______ to reach an agreement. (compromise) They don't ______ on many issues. (see eye to eye) (2) Rewrite the sentences using the given sentence patterns. For example, rewrite “It is important to deal with conflicts calmly.” using the pattern “It is + adj. + that clause.” The answer is “It is important that we deal with conflicts calmly.” Students complete the exercises independently, and then the teacher checks the answers, explains the wrong questions in detail, and emphasizes the key points and difficulties in the use of vocabulary and sentence patterns. This exercise can help students consolidate the language knowledge learned and improve their ability to use language accurately. Theme Discussion: The teacher will put forward a practical discussion topic: “In our daily life, we often encounter conflicts with our parents, classmates or friends. What kind of conflicts have you encountered? What strategies did you use to deal with them? If you encounter similar conflicts again, will you change your handling methods? Why?” Students are asked to discuss this topic in groups of 4-5. During the discussion, the teacher will guide students to use the key vocabulary, phrases and conflict resolution strategies learned in this lesson to express their views, and encourage students to listen to the opinions of others and learn from each other. After the discussion, invite 3-4 groups to share their discussion results. The teacher will make a comment and summary: Everyone has encountered different conflicts, and the handling methods are also different. We should learn to choose appropriate conflict resolution strategies according to different scenarios, and pay attention to communication and compromise in the process of handling conflicts, so as to maintain good interpersonal relationships. This theme discussion not only helps students consolidate the knowledge learned in this lesson, but also enables students to apply the knowledge to practical life, and improves their ability to use English to discuss practical topics and solve practical problems. Practical Application: The teacher will design a role-play activity. Divide the students into groups of 4, and each group will get a conflict scenario card. The scenarios include: (1) Conflict between two classmates over the division of group task; (2) Conflict between a student and his parents over playing mobile phones; (3) Conflict between two friends over forgetting a date. Each group needs to complete the following tasks: (1) Assign roles: one plays the role of person A, one plays the role of person B, one plays the role of observer, and one plays the role of recorder; (2) According to the scenario, simulate the conflict process and use the conflict resolution strategies learned in this lesson to resolve the conflict; (3) The observer records the performance of the two roles, and the recorder records the conflict resolution process and results; (4) After the role-play, each group will present their performance to the whole class, and the observer will make a comment. During the role-play process, the teacher will walk around the classroom, guide students to use the key vocabulary and sentence patterns learned in this lesson, and remind students to choose appropriate conflict resolution strategies according to the scenario. After all groups have finished their performance, the teacher will make a comment and summary: All groups have completed the role-play well, and can use the conflict resolution strategies learned in this lesson to resolve conflicts. In the process of role-play, we can find that communication and compromise are very important. Only by understanding each other's needs and making appropriate concessions can we resolve conflicts effectively. This role-play activity can make students fully participate in the teaching, apply the knowledge learned to practical scenarios, and improve their ability of language expression and practical problem-solving. At the same time, it can also cultivate students' cooperative spirit and communication ability. Summary and Homework Summary: The teacher will lead students to review the content of this lesson, including the key vocabulary, phrases and sentence patterns, the four conflict resolution strategies introduced in the text, and the importance of communication and compromise in conflict resolution. The teacher will emphasize that conflicts are common in daily life, and we should establish a correct attitude towards conflicts, master scientific conflict resolution strategies, and use communication and compromise to resolve conflicts, so as to maintain good interpersonal relationships and promote our own growth. Homework: (1) Vocabulary and sentence pattern consolidation: Copy the key vocabulary and phrases of this lesson, and make 5 sentences with each key word or phrase; (2) Reading extension: Read the supplementary reading materials about conflict resolution, and write a short summary (about 100 words) of the main content; (3) Practical task: Recall a conflict you encountered, write a short passage (about 150 words) in English to describe the conflict process and your handling method, and put forward your own suggestions on how to better resolve such conflicts; (4) Preview the next lesson and find out the key vocabulary and main idea of the next lesson. The design of homework is based on the principle of consolidating knowledge, expanding ability and connecting with practical life. It not only helps students consolidate the knowledge learned in this lesson, but also improves their reading and writing ability, and enables students to apply the knowledge learned to practical life, realizing the migration and extension of knowledge. 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 $