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Unit 2 Getting along
Lesson 4: Developing ideas
（Listening and Speaking）
I. Teaching Objectives
（一）Language Ability
Understand specific information and main ideas from a listening material about a friendship conflict and its resolution.
Use English to discuss ways to solve interpersonal problems and express suggestions (e.g., "You should...", "Why don’t you...").
（二）Cultural Awareness
Explore how conflict resolution is valued in English-speaking cultures (e.g., direct communication, taking responsibility).
Recognize that while approaches may vary, the core of getting along—respect and empathy—is universal.
（三）Thinking Ability
Analyze the causes and solutions of the conflict in the listening material, developing logical reasoning.
Evaluate different conflict-solving strategies and choose appropriate ones for specific situations.
（四）Learning Ability
Improve listening skills, such as identifying the sequence of events and emotional cues.
Learn to cooperate in group discussions to propose and refine solutions.
II. Teaching Key Points
Key vocabulary: misunderstand, apologize, forgive, compromise, make up.
Understanding the structure of a conflict story: Problem → Emotions → Resolution.
III. Teaching Difficult Points
Inferring the underlying reasons for a conflict (e.g., unspoken feelings, different perspectives).
Using polite and effective language to give suggestions (e.g., "Maybe you could... instead of...").
IV. Teaching Procedures
（一）Lead-in（5 minutes）
Activity 1: Show pictures of two friends arguing and then hugging. Ask: What might they be arguing about How could they solve it
Activity 2: Brainstorm: "What words do people use when resolving conflicts " (e.g., "I’m sorry," "Let’s talk"). List ideas on the board.
Design Intent: Activate prior knowledge about conflict resolution and set a focus for the lesson.
（二）Pre-listening（10 minutes）
Activity 1: Present new vocabulary with scenarios:
Misunderstand: "Lily thought Tom ignored her, but he was just busy—they misunderstood each other."
Compromise: "Anna wanted to watch a movie; Bob wanted to play football. They compromised: movie first, then football."
Students read aloud and make sentences about their own experiences.
Activity 2: "Word Chain" game: Start with "conflict" and take turns saying related words (e.g., "conflict → argue → apologize → forgive").
Design Intent: Help students learn vocabulary in a meaningful context.
（三）While-listening（15 minutes）
Activity 1: First listening: Answer the general question: What caused the conflict between Mia and Lisa
Activity 2: Second listening: Fill in the table with specific information:
Part of the Story Details Emotions Expressed
The problem
What they did first
How they resolved it
Activity 3: Third listening: Focus on key sentences: "I’m sorry I didn’t ask before borrowing your book." "Let’s talk next time instead of getting mad." Discuss: Why are these sentences important
Design Intent: Train students to grasp both details and the language of resolution.
（四）Post-listening（10 minutes）
Activity 1: Group discussion: "What other ways could Mia and Lisa have solved their conflict " Use phrases like compromise and make up.
Activity 2: Role-play: Students act out a conflict resolution scene. Example dialogue:
A: "I’m upset because you forgot our plans."
B: "I’m sorry. Let’s ______ (compromise) by ______."
Design Intent: Practice using target vocabulary in realistic communication.
（五）Class Summary（5 minutes）
Review key vocabulary and the steps of conflict resolution from the listening material.
Emphasize: Getting along means solving problems with kindness and communication.
V. Homework
Basic: Copy the key vocabulary and listen to the material again.
Design Intent: Reinforce vocabulary and listening comprehension.
Improving: Write 3 sentences about a time you resolved a conflict, using 2+ new words.
Design Intent: Connect vocabulary to personal experience.
Expanding: Find a short story or video about friendship and note how conflicts are solved.
Design Intent: Expand exposure to real-life examples of getting along.
VI. Teaching Reflection
Some students may struggle to think of compromise ideas. Provide examples (e.g., "take turns," "find a middle ground") for reference.
Extend role-play time if students need more practice to use the target language naturally.
Prepare simpler versions of the listening material for students with lower proficiency.

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