Unit5 listening and speaking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Unit 5 "My time, my joy"的听力口语探究展开，引导学生听辨拍摄问题与结果，学习礼貌采访并核实信息，依据小组记录报告发现。课堂导入通过图片预测电影类别并结合词库，利用词句扶手辅助预测拍摄可能遇到的问题，搭建学习支架帮助衔接前后知识。 资料特色在于听力口语融合设计，分预测、听取核实、小组调查、报告修正及离堂条五环节，听力提供A/B方案适应不同教学条件。小组调查强调角色轮换与礼貌沟通，报告环节培养数据分析与预测修正能力，通过同伴评价关注具体语言运用与思维品质，有效提升学生语言能力和学习能力。

U5 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 5 My time, my joy 姓名 __________ 班级 __________ 日期 __________ 教材依据：第72页 Making a short film及第75页 Conducting a survey on leisure activities。建议课时：40分钟。 核心问题：How can listening help us understand people’s leisure choices? 学习目标：听辨拍摄问题与结果；礼貌采访并核实信息；依据小组记录报告发现。 一 预测并确定听什么 5分钟 看第72页图片，写类别：1______ 2______ 3______ 4______ 5______。 词库：musical 音乐剧；action 动作片；animation 动画；adventure 冒险片；science fiction 科幻片。 拍短片可能遇到什么问题？My guess: ______________________________. 词句扶手：director 导演；record 录制；sound 声音；prize 奖；performance 表演；leisure activity 休闲活动。 二 听取信息并核实 12分钟 教师选择A或B，二者不混用。A用教材配套录音：完成第72页第2、3题，再写一条“拍摄问题→结果”。B无配套音频时：听教师朗读文末原创替代稿，完成下表。 B首听：两段分别发生在 □ 拍摄时与拍摄后 □ 买票时与看电影后。 B再听项目 记录关键词 Director / place ________ / in the school ________ Problem / solution A ______ made noise. They turned it ______. Mia’s feelings At first ______; later she ______ it. Later news The film would be shown at the school ______. Award / no award Mia: best ______. Leo: no prize for ______. 第三听只核实不确定处：我先记______，后改为______，依据是______。 听说探究 让采访带来新发现 三 设计并进行小组调查 12分钟 参照第75页，先预测小组最常见的活动，再采访3名同学。可多选；记录代号即可。 Our prediction: Most of the three students enjoy __________________. 采访开头：Excuse me. May I ask you a few questions about your leisure activities? 1. What leisure activities do you do? 2. How many hours do you spend on them each week? 3. When do you usually do them? 4. Why do you like them? 5. What do you gain from them? 核实：Do you mean ...? / Could you say that again? 结束：Thank you for your time. 代号 活动 每周总时长 时间 理由或收获 A ________ ________ ________ ________ B ________ ________ ________ ________ C ________ ________ ________ ________ 角色轮换：采访者、回答者、记录者。每次只一人提问，用同桌能听见的音量交流。 活动支持：reading / watching films / cycling / drawing / playing chess。 理由支持：It is fun. / It helps me relax. / I can make friends. / I learn new skills. 一次追问：You said __________. Could you give an example? ________________________________________________________________________ ________________________________________________________________________ 听说探究 用记录检验猜想 四 报告并修正 8分钟 先数人数再报告。每人可以选多项，所以各活动人数之和可能超过3。不要把3人的结果当作全班结论。 Our most common activity: __________. Number: ____ out of 3. We interviewed three students. We found that ... students enjoy ... ... students spend about ... hours on leisure activities each week. They usually ... because ... Our prediction was supported / not supported because ... ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 听众追问：Does your result describe your group or the whole class? 报告者：It describes __________. To learn about the whole class, we need to __________. ________________________________________________________________________ ________________________________________________________________________ 同伴评价：每项0—2分（未出现／部分做到／清楚做到）。 项目 得分 采访有礼貌，能追问或核实 ____ /2 报告中的数字与记录一致 ____ /2 解释收获并说明调查范围 ____ /2 五 离堂条 3分钟 One useful question was __________ because ______________________. 必做：依据反馈修改四句报告。选做：多访谈2人，比较结果是否变化。 Listening and speaking 参考答案与听力稿 学生使用前3页。流程5＋12＋12＋8＋3＝40分钟。附件仅含教材页面，未附听力音频。A任务答案需用教材配套音频核实；下面的B稿及答案为原创课堂替代材料，不是教材录音转写。 B原创听力稿 教师朗读 建议以清楚、自然的较慢语速读三遍：首听抓情境，再听记录，第三遍核实。第二段前停顿3秒。不要先展示稿件。 Conversation 1 Leo: Welcome to our film team. I’m the director today. We’re making a funny short film in the school library. Mia: I’m nervous. Is the camera ready? Leo: Yes. Wait! The fan is making too much noise. We cannot hear your voice clearly. Mia: Let’s turn it off while we record. Leo: Good idea. Now, pretend you are looking for your glasses. They are on your head! Mia: Like this? Leo: Great! That was funny. How do you feel now? Mia: I was nervous at first, but I enjoyed it. Can we do another scene? Conversation 2 Leo: Mia, I’ve got some news. Our film will be shown at the school festival next Friday. Mia: Really? Did we win anything? Leo: You won the prize for best performance. Congratulations! Mia: Thank you. Did you win a prize for directing? Leo: No, but I’m happy that people will see our film. Mia: We learnt a lot by working together. 客观题答案 图片匹配：1 musical；2 action；3 animation；4 adventure；5 science fiction。 B首听：拍摄时与拍摄后。表格：Leo；library；fan；off；nervous；enjoyed；festival；performance；directing。噪声来自风扇，不是相机；影片将在校园节日活动放映，不等于获得最佳影片奖。 可追问：Why did they turn off the fan? Because its noise made Mia’s voice difficult to hear. 学生也可用简单表达“Because the fan was noisy.” Listening and speaking 调查答案与教学提示 开放调查如何核对 调查表按真实回答填写，不设统一数据答案。检查每周时长是否记录了单位；多项活动的总时长不要误写为每项时长。采访中允许回答者用简单英语说明或请同伴解释词义。 教学示例数据（模拟，不能当作学生真实调查）：A reading，2小时，周末，relax；B reading and cycling，3小时，周末，learn and keep fit；C watching films，2小时，周末，learn stories。 依据示例：reading有2人，cycling有1人，watching films有1人；活动计数为4，但受访者只有3人。多数指本组3人中的2人或3人，不扩大到全班。 示范报告 We interviewed three students. Two enjoy reading, one enjoys cycling, and one enjoys watching films. Two students spend about two hours on leisure activities each week. All three usually do these activities at the weekend. They say the activities help them relax or learn. Our results describe only these three students. 预测修正示例：We thought cycling would be the most common activity. Our prediction was not supported because two students chose reading and only one chose cycling. 分层与反馈 基础学生拿句架提问，先写活动和数字；一般学生完成五维调查并作报告；挑战学生区分“喜欢的理由”和“获得的益处”，并解释多选计数。 评价共6分，见学生表。反馈聚焦“你说two，表里是哪两位？”“对方没听清时，你怎样换一种问法？”不要只评音量或口音。 A教材录音可用时，先听完成第72页任务，再转入第75页调查；本课把“听清他人的活动体验”迁移到“采访同学的休闲选择”。B仅作等目标替代，不给Simon或Tasha虚构答案。 U5 listening and speaking | 学科网（北京）股份有限公司 $