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Unit 7 Work for Peace
Lesson 37: Don’t Fight!
I. Teaching Objectives
By the end of the lesson, students will be able to:
Extract conflict details (missed events, communication breakdowns, resolution attempts) from the dialogue to answer those questions, aligning with High school entrance examination reading comprehension skills.
Master target vocabulary (gentleman, polite, same, broken down, message, lost, hungry) and distinguish between synonyms/antonyms (e.g., polite vs rude, same vs different), preparing for High school entrance examination vocabulary tasks.
Understand the root of conflicts (miscommunication) and the importance of calm resolution, supporting High school entrance examination - style logical reasoning and social - emotional learning.
Discuss personal disputes in pairs, using past - tense narration and conflict - resolution language, enhancing High school entrance examination oral communication skills.
II. Key Points & Difficulties
Key Points
Vocabulary & Phrases:
Adjectives: gentleman (绅士), polite (礼貌的), rude (粗鲁的), same (相同的), different (不同的), hungry (饥饿的), lost (输掉的).
Verbs/Phrases: broken down (出故障), send a message (发消息), be out of service (停机).
Conflict Analysis:
Tracing the misunderstanding: Danny’s e - mail/text vs. Steven’s missed messages (computer broken, phone out of service).
Identifying resolution attempts: Jenny’s intervention (Don’t fight! Talk!).
Difficulties
Grasping the chain of miscommunication (e - mail → computer broken; text → phone out of service → unread messages).
Correctly using past - tense verbs and phrasal verbs (broken down, sent a message) in context.
Articulating personal conflict experiences with clear cause - effect relationships in English.
III. Teaching Methods
Task - Based Learning (TBL): Through dialogue analysis (question - answering), vocabulary practice, listening comprehension, and oral discussion tasks.
Conflict Role - play: Simulating the dialogue to emphasize emotional shifts and communication barriers.
Collaborative Learning: Pair work for personal conflict sharing, focusing on active listening and constructive response.
IV. Teaching Aids
CAI (conflict timeline infographics, vocabulary synonym/antonym charts, listening audio).
Textbook, worksheets, and “Conflict Card” sets (for role - play scenarios).
V. Teaching Procedures
Step 1: Warm - up – Missed Events & Disputes (5 mins)
Discuss the THINK ABOUT IT questions:
（1）Have you ever missed a big event (e.g., game, concert) Why (e.g., I missed a concert because my alarm didn’t ring.)
（2）When there’s a dispute, how do you deal with it (e.g., I talk to the person calmly.)
Share: Invite 2–3 students to share. Write down keywords: missed event, dispute, talk, resolve.
Step 2: Pre - reading – Vocabulary & Prediction (8 mins)
Vocabulary Introduction:
Show synonym/antonym pairs and examples:
Polite Rude: A gentleman is polite, not rude.
Same Different: These cards are the same color; those are different.
Broken down: My computer broke down.
Message: I sent a text message.
Lost: We lost the game, but tried our best.
Hungry: I’m hungry because I missed lunch.
Prediction:
Ask: Why did Steven miss the basketball game How will Danny react
Step 3: Reading – Conflict Timeline Analysis (12 mins)
Answer Let’s Do It! 1:
（1）No. Steven missed the game.
（2）Danny tried to reach Steven by e - mail and text message.
（3）Because Steven missed the game, and Danny thought Steven ignored him (but it was a miscommunication).
Conflict Timeline:
Draw a timeline:
Danny: Sends e - mail → Sends text → Gets angry (thinks Steven didn’t care).
Steven: Computer broken (misses e - mail) → Phone out of service (misses text) → Finds out too late → Feels upset.
Highlight: Miscommunication causes conflict.
Step 4: Vocabulary & Grammar Practice (10 mins)
Complete Let’s Do It! 2:
Answers:
（1）polite (A gentleman is polite, not rude.)
（2）different (Cards of different colors are mixed.)
（3）broke down (The TV broke down; needs repair.)
（4）tell you something (Li Ling left a message to tell you something.)
（5）lost (He beat me at chess; I lost.)
（6）hungry (Missed lunch → hungry, not full.)
Synonym/Antonym Drill:
Practice: “Polite people are ______, not ______; same things are ______, not ______.”
Step 5: Listening & Speaking – Conflict Sharing (15 mins)
Complete Let’s Do It! 3:
Listen to Jack’s diary (or simulate) and fill in:
dispute; won; message; beat; angry
Role - play the Dialogue:
Students act out the conflict scene, focusing on:
Emotions: Danny’s anger, Steven’s frustration, Jenny’s calm intervention.
Dialogue delivery: Tone (yelling vs. calming).
Personal Conflict Discussion:
Use the prompt: “Have you ever had a serious dispute with a friend What happened How was it resolved ”
Provide sentence frames:
“I had a dispute with ______ because ______.”
“We solved it by ______.”
Pairs share, and the teacher provides feedback on past - tense usage and resolution language.
Step 6: Summary & Homework (5 mins)
Summary:
Recap conflict causes (miscommunication), resolution importance (talking calmly), and target vocabulary.
Homework:
（1）Write a 6 - sentence paragraph about “A Dispute I Had and How I Solved It” (use 3 target words).
（2）Reflect: “What could Danny and Steven do differently next time ” (e.g., Call again, check in person).
VI. Blackboard Design
Vocabulary Synonyms/Antonyms:
Polite Rude, Same Different, Hungry Full, Lost Won
Conflict Timeline:
Danny Steven Result
Sends e - mail Computer broken Misses message
Sends text Phone out of service Misses text
Gets angry Finds out late Dispute happens
Resolution Tip:
“Talk calmly, don’t fight—misunderstandings can be fixed!”

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