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Book 4 Unit 11 Conflict and Compromise教学设计
单元主题 本单元主题语境属于“人与社会”中的“人际沟通"。本单元的主题是“矛盾与和解”，语言材料从个人、社区、国家三个层面多维立体地呈现不同类型的“冲突"，包括人与人之间的冲突，邻里间的矛盾和国家间冲突的极端形式战争等。希望学生通过本单元的学习，能够了解不同层面的矛盾、正确认识矛盾，学会积极冷静地解决矛盾。
单元目标 语言能力目标 语言知识:学生能够掌握并运用与解决冲突相关的词汇及表达，运用所学语言表达自己在生活中遇到的冲突及处理这些冲突的方法，并能为他人如何解决矛盾提出合理建议。 语言技能:学生能够听懂、获取并整理与冲突、解决冲突相关的信息及观点，通过阅读，提炼文本中关于冲突原因及解决冲突的信息;通过分析文章的观点，论据及结构，学会有逻辑地表述个人观点。 文化意识目标 培养学生正确对待冲突，理性分析矛盾，积极沟通、有效解决矛盾的能力。 思维品质目标 通过听力和阅读活动，培养学生提取信息，分析和概括信息的能力。通过对文本的阅读引导学生思考解决冲突的态度和方法，进行自我反思，形成积极乐观的生活态度。对存在争议的社会问题，鼓场学生独立自主思考，增强学生的批判性思维和创新性思维。 学习能力目标 通过探究式学习，提高学生学习的主动性，通过小组活动，培养学生合作学习的能力。
Topic Talk板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与社会——人际沟通
内容分析 本课主要内容包括两个听力语篇。第一个是客服处理顾客投诉的对话:一位顾客购物已付全款，但总是收到商家催款的短信，于是气愤地打电话投诉。在对话中客服人员询问了基本情况、了解了问题的原因，并提供解决方案。最后，经过客服人员耐心沟通，问题得以解决。第二段对话是学生因玩手机游戏而不能自拔，内心充满矛盾，于是向老师求助。老师耐心地提出切实可行的建议。这个材料中的矛盾来自学生自身的行为习惯，增加了单元话题的深度与广度，也具有一定的启发意义。
教学目标 获取并梳理听力语篇的主要信息; 模拟顾客与服务人员处理问题的情景，分角色表演对话: 总结朋友间,家人之间，以及与自己之间解决矛盾的有效方法，表达个人的看法。
教学重点 1. 获取并梳理听力语篇的主要信息; 2. 总结朋友之间、家人之间及自我矛盾的有效解决方法，表达个人的看法。
教学难点 学生能够批判性地思考解决矛盾的方法。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss some questions and let them talk about their understanding about daily conflicts. T shows a picture to lead the topic about “conflict” and explain the meaning of “conflict” . 1. Ss think about the question. Do you find yourself always happy with your friends and family or in other groups of people Can you talk about a time when you argued with others When you and your friends hold different opinions, what will happen 2. Understand the meaning of conflict. Lead in the topic of “conflict”.
Activity 2 1. T asks Ss to talk about their experiences of conflicts with friends or family in life and how they resolve conflicts. Ss work in pairs and answer the question. Do you sometimes come into conflict with your friends or family members How do you resolve conflicts Activate students’ prior experience and topic language about conflicts in daily life.
Activity 3 1. T asks Ss to read “Text Builder” on Page 28 and reminds Ss to underline the key words and expressions during listening. 2. T plays the recording for Ss to complete Activity 1. 3. T plays the recording again and asks Ss to complete the information with the phrases from the right column. Listen to it for the second time if necessary. 1. Ss read “Text Builder” on Page 28 and get the point. 2. Ss listen for the first time and choose the main idea. 3. Ss listen to the dialogue between an unhappy customer and a service agent, and complete the blanks. Obtain the key information of the agent to solve customer’s complaints. Internalize the language to prepare for later language output.
Activity 4 T asks Ss to use the Text Builder to make a dialogue with a partner about resolving an issue between an unhappy customer and a service agent. Ss work in pairs and make a dialogue about resolving an issue between an unhappy customer and a service agent based on the expressions and the structure of the Text Builder. Students internalize the topic language to solve conflicts.
Activity 5 1. T asks Ss to listen to Dialogue 2 and summarize the main idea. 2. T asks Ss to listen again and answer the questions about Tim’s problem. Ss listen to the dialogue for the first time and sum up the main idea. Ss listen again and answer the questions. Guide students to sort out Tim’s problems and the teacher’s suggestions.
Activity 6 T asks Ss to think about the question: How to resolve a conflict within yourself Ss work in groups, discuss and answer the questions. Explore further about the ways to resolve the conflicts within themselves.
Activity 7 T asks Ss to work in groups and write a short passage about useful ways to resolve conflicts between friends. Work in groups of four. Write a short passage about useful ways to resolve conflicts between friends. Have students share their idea in groups. Guide students to summarize the main ways to deal with problems and conflicts. Consolidate what they have learnt.
Activity 8 T asks Ss to evaluate how well they’ve plete the table of self-evaluation. Reflect how well they’ve learnt.

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