Unit 4 Growing up Integrated skills 教学设计 2025-2026学年译林版九年级（2012）九年级英语上册

该初中英语教学设计围绕Anne Frank的故事及二战相关词汇（如Jew, hiding, Nazi camp）展开，通过展示二战地图提问“你对二战了解多少？它如何影响人们生活？”连接学生已有认知，搭建历史背景与词汇支架，引出通过广播节目学习Anne故事并探讨战争与和平的主题。 其特色在于融合语言能力与文化意识培养，Pre-listening环节通过二战背景讲解和词汇预习（如hiding, publish）助力听力理解，While-listening捕捉Anne生平时间线（1929年出生等）提升细节抓取能力，小组讨论战争影响与和平观点锻炼思维品质。音频材料真实生动，教学环节连贯，帮助学生提升语言技能与历史同理心，也为教师提供清晰可操作的教学流程。

Unit 4 Growing up Integrated skills 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master vocabulary related to Anne Frank and World War II (e.g., Jew, hiding, Nazi camp, publish). Students will understand key events in Anne Frank’s life and the historical context of WWII. 2. Ability Objectives Improve listening skills by capturing specific details about Anne Frank’s story from a radio programme. Enhance speaking skills by discussing war - related stories and personal views on peace in groups. 3. Affective Objectives Foster historical awareness and empathy for victims of war through Anne Frank’s diary. Encourage appreciation for peace and reflection on ways to promote it. II. Language Knowledge 1. Key Words & Phrases WWII & Anne Frank: Jew, hiding, Nazi camp, publish, victory of human spirit Expressions: break out, lose lives, go into hiding, be caught, survive the war 2. Key Sentences “World War II broke out in Europe in 1939 and ended in 1945. Life changed for everybody...” “Anne Frank was born in 1929. Her family went into hiding in 1942...” 3. Key and Challenging Points Key Points: Extracting chronological details about Anne Frank; discussing war impacts and peace. Challenging Points: Understanding the historical significance of Anne’s diary; expressing personal views on peace fluently. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Lead - in (6 Minutes) Show a map of WWII - affected regions and ask: “What do you know about World War II? How did it affect people’s lives?” Introduce: “Today, we’ll learn about Anne Frank’s story through a radio programme and discuss war and peace—let’s explore history and its lessons!” Step 2 Pre - listening: Background & Vocabulary (10 Minutes) Historical Context (5 Minutes) Briefly explain WWII’s timeline and impact on Jews (e.g., “Nazis persecuted Jews, forcing many into hiding.”). Vocabulary Preview (5 Minutes) Present key words (e.g., hiding, Nazi camp, publish) with images and definitions: hiding: secret shelter (e.g., “Anne’s family went into hiding to escape Nazis.”) Practice pronunciation and context usage. Step 3 While - listening: Capture Anne’s Story (15 Minutes) Part A1 & A2 (10 Minutes) Play the radio programme audio. Students complete A1 (missing words about WWII and the diary) and A2 (Anne’s timeline). Guide: Focus on dates, events, and key details (e.g., “born in 1929, went into hiding in 1942”). Check & Discuss (5 Minutes) Share answers, discussing the significance of Anne’s diary as a “human spirit victory” symbol. Step 4 Post - listening: Write & Reflect (10 Minutes) Part A3: Complete the Article (7 Minutes) Students use A1/A2 info to fill in Millie’s article, emphasizing historical facts and Anne’s journey. Personal Reflection (3 Minutes) Think - pair - share: “Why is Anne’s diary important today? How does it make you feel about war?” Step 5 Speaking: War Stories & Peace (8 Minutes) Part B: Group Discussion (5 Minutes) Use the model dialogue (Millie and Simon) to discuss war - related books (e.g., I Am David). Groups share other war stories, focusing on courage and peace messages. Class Share (3 Minutes) Volunteers share group insights, ending with a reflection: “How can we promote peace in our lives?” Step 6 Summary & Homework (4 Minutes) Summary (2 Minutes): Recap Anne Frank’s story, key WWII vocabulary, and peace - promoting discussions. Homework (2 Minutes): Research a peace - related quote or story. Write a short paragraph: “Why Peace Matters to Me” (link to Anne’s diary). IV. Assessment of Teaching Effectiveness Check A1, A2, A3 for accurate historical details and vocabulary use. Evaluate group discussions for meaningful war - peace connections and fluent expression. Assess homework for personal reflection and connection to unit themes. V. Design Purpose Lead - in: Connect to historical curiosity and global impact of war. Pre - listening: Build context and vocabulary for better comprehension. While - listening: Develop detail - capturing skills with a real - life historical story. Post - listening & Speaking: Encourage reflection and action towards peace. VI. Blackboard Design Unit 4 Integrated skills — Anne Frank & WWII Key Vocabulary: Jew, hiding, Nazi camp, publish Anne’s Timeline: 1929: born 1942: went into hiding 1944: caught → camp 1945: died; diary published later Homework: Research peace quotes/stories! VII. Teaching Reflection Strengths: Historical story adds depth; speaking task connects to personal values. Weaknesses: Some students may need more support with complex historical terms. Improvements: Add a “Timeline Poster” activity: Groups create visual timelines of Anne’s life with key events and reflections. 学科网（北京）股份有限公司 $$