Unit4 listening and speaking导学案2026-2027学年沪教版九年级英语上册

该初中英语导学案围绕“寻求与给予建议”展开，引导学生听辨事件、感受与建议，通过听前预测信息并结合“词句扶手”搭建学习支架，听力探究分教材音频（A）与原创平行练习（B）两版，帮助学生从预测到验证，构建听力理解脉络。 资料特色在于原创B稿应对音频缺失问题，角色协商环节通过追问与回应训练提升语言能力，同伴观察表促进互评培养学习能力，离堂条总结核心要素，分层任务兼顾不同水平，核验推断过程有效训练思维品质，助力学生综合素养提升。

U4 Listening and speaking 听力口语探究学案 2026-2027学年沪教版九年级英语上册 Unit 4 A better me 姓名 __________ 班级 __________ 日期 __________ 教材依据：第56页 Advice from Alice及第59页 Asking for and giving advice。建议课时：40分钟。 核心问题：What makes advice both helpful and polite? 学习目标：听出事件、感受与建议；核实听力疑点；完成有回应和追问的求助对话。 一 听前建立线索 4分钟 看第56页：Ben致电广播节目求助。先预测他会说哪类信息，再听证实。 My prediction: problem / feelings / advice / __________ 词句扶手：fall out with 与……闹翻；make jokes about 嘲笑；ashamed 羞愧的；ignore 忽视；ask for help 求助。 二 听力探究 12分钟 教师二选一：有配套音频用A；无音频用B。B为原创平行练习，人物与答案不等同教材录音。首听主旨，再听记录，第三遍核验疑点。 A 教材音频：完成第56页任务2、3，并将关键信息整理如下。 Ben’s problem: __________________ His feeling: __________________ Alice’s advice: __________________ My listening clue: _____________ B 原创朗读：先听，不看末尾教师稿。 听取要点 我的记录 Who / Where Caller: ________ Place: ________ Problem Some students ____________________. Feeling and reason The caller felt ______ because ______. Two actions First, ________. Then, ________. 我第三遍修改了________，因为听到了________。未听清的信息标“？”。 听说探究 由听懂走向会回应 三 核验与发现表达 7分钟 B材料核验（A组改为核验教材任务2）：标T明确提到、I合理推断、N无依据。 1. The caller joined the laughter. ____ 2. The adviser asked the caller to fight. ____ 3. A trusted adult may help deal with the problem. ____ 任选一项说明你听到的词语或推理过程。 ________________________________________________________________________ ________________________________________________________________________ 读第59页，将表达按功能标Q求助、A建议、R回应。 What should I do? ____ Maybe you could ... ____ What about talking to your teacher? ____ Sounds like a good idea! ____ 比较“Stop being silly!”与“I understand you feel upset. Maybe you could ...”。哪种更愿意听？为什么？ ________________________________________________________________________ 四 两轮角色协商 12分钟 选教材情境：①因粗心数学考试没考好，害怕告诉父母；②比同学高很多，觉得自己格格不入。两人先遮住自己的角色卡再交流，随后换角色。 求助者：说清事情与感受，提出“What if ...?”追问。建议者：先倾听，问一个澄清问题，再给两条建议并说明理由。 What happened? / What worries you most? I understand ... / Why don’t you ...? / Maybe you could ... What if ...? / That may help because ... / I’ll try ... 语法扶手：should / could＋动词原形；Why don’t you＋动词原形；What about＋-ing。 听说探究 完成对话与反馈 准备区：只记关键词，表演时尽量看对方。 Problem and feeling: __________________________________________ Clarifying question: ___________________________________________ Advice 1 and reason: __________________________________________ Advice 2 and reason: __________________________________________ Possible worry and response: ___________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 同伴观察：每项0—2分，0未出现，1有但不清楚，2清楚且适切。 检查项目 分数 先理解问题与感受，再给建议 ____/2 至少两条具体、礼貌的建议 ____/2 听到追问后作出相关回应 ____/2 说话清楚，双方都有表达机会 ____/2 五 修订与离堂条 5分钟 把一句笼统或生硬的建议改得更具体、更礼貌。 Before: ______________________________________________________ After: _______________________________________________________ ________________________________________________________________________ 离堂条：Good advice should be __________ and __________. 必做：完善6—8轮对话。选做：补充“建议暂时无效时”的下一步。遇到欺凌情境，练习向可信任成人求助，不以危险对抗证明勇敢。 Listening and speaking 参考答案与朗读稿 学生用页为前3页。时间4＋12＋7＋12＋5＝40分钟。附件未含音频，教材A栏需依据实际录音核对；以下答案只对应原创B稿。 原创备用朗读稿 Host: Welcome to Teen Talk. Who is calling? Tom: This is Tom. Yesterday, I was in the playground. Two students laughed at a younger boy’s old shoes. I walked away. Now I feel ashamed because I did not help him. Host: Thank you for telling me. You can still do something helpful. First, tell a teacher what you saw. Do not fight with the students. Then, you could speak kindly to the younger boy and ask if he wants to sit with you at lunch. Tom: What if I see it happen again? Host: Keep yourself safe and get help from a trusted adult. You do not have to deal with it alone. Tom: I understand. I will talk to my teacher today. 朗读建议：每分钟约110—120词，读三遍；第一遍完整读，第二遍在事件及两条建议后稍停，第三遍正常读，学生只核验疑点。 B稿中文释义与答案 Tom在操场看到两名学生嘲笑低年级男孩的旧鞋，自己走开了，因未帮助对方而羞愧。主持人建议先把所见告诉老师，再友善地询问男孩是否愿意一起午餐；若再发生，要确保自身安全，向可信任成人求助，不打架。 记录：Tom；playground；laughed at a younger boy’s old shoes；ashamed, he did not help；tell a teacher what he saw, speak kindly to the boy / invite him to sit together at lunch。核验：1 N（未加入嘲笑）；2 N（明确说不要打架）；3 I（合理推断成人能提供帮助，未保证结果）。 表达功能：Q、A、A、R。第二种回应更尊重感受，并给对方考虑建议的空间。修订示例：Try harder. → Maybe you could check your answers for five minutes before handing in the paper. Listening and speaking 参考对话与教学提示 教材情境的原创示范 A: I failed my maths test, and I’m afraid to tell my parents. B: I understand you feel worried. What caused the mistakes? A: I read some questions too quickly. B: Why don’t you check those questions and write down your mistakes? A: What if my parents are angry? B: Maybe you could choose a quiet time and show them your plan. A: How can I avoid the same mistakes? B: You could leave five minutes to check next time. It may help you find careless mistakes. A: That sounds useful. I’ll try it. 中文要点：承认担忧—澄清错误原因—整理错题—选择适当时间向父母说明改进计划—下次留出检查时间。示范用于初次练习后反馈，不要求背诵。 另一情境的可接受思路 身高差异：先认可“感到不同”的感受；建议与有共同兴趣的人交流，关注自身优点；如果有人持续嘲笑，可向老师求助。不要把“高个子只能打篮球”当唯一建议，不用外貌评价学生。 分层与形成性反馈 基础学生保留句架，可先写关键词；一般学生至少追问一次并根据对方回答调整建议；挑战学生比较建议适用条件。离堂条可填polite、specific、safe、helpful等，能结合对话解释即可。 若建议者没听完就“发药方”，提醒先复述对方问题，再给建议；若两人只轮流背台词，临时加入一个“What if ...?”检查是否真正听懂。 U4 listening and speaking | 学科网（北京）股份有限公司 $