5E教学模式在初中英语听后转述教学中的课例分析——以人教版九年级Unit 5为例

Application of the 5E Instructional Model in Junior High School English Listen-and-Retell Teaching—A Case Study of Unit 5, Grade 9, PEP Edition

摘要: 听后转述是初中英语听说教学中的重要培养目标，也是连接听力理解与口语表达的关键环节。当前教学中，学生在完成听后转述任务时普遍存在关键信息提取不完整、语言组织混乱和表达逻辑不清等问题，反映出听力输入与口语输出之间缺乏有效衔接。5E教学模式以建构主义为理论基础，包含吸引、探究、解释、迁移和评价五个环节，旨在引导学生主动建构知识并发展综合能力。本文以人教版九年级上册Unit 5“What are the shirts made of?”Section A 1a~2c的听说课为例，围绕“信息提取–策略建构–自主运用–反思改进”的能力发展主线，分析5E教学模式各环节在听后转述教学中的设计思路与实施路径。课例分析表明，5E教学模式能够为初中英语听后转述教学提供较为清晰的教学组织框架，有助于构建“输入–内化–输出–反馈”的教学闭环，从而帮助学生实现从听力输入到口语输出的有效过渡。

Abstract: Listen-and-retell is an important competence in junior high school English listening and speaking instruction, serving as a key link between listening comprehension and oral expression. In current teaching practice, students commonly face problems such as incomplete extraction of key information, disorganized language organization, and unclear logical expression when completing listen-and-retell tasks, reflecting the lack of effective connection between listening input and speaking output. Based on constructivist theory, the 5E instructional model consists of five phases—Engagement, Exploration, Explanation, Elaboration, and Evaluation—aiming to guide students in actively constructing knowledge and developing comprehensive abilities. Taking the listening and speaking lesson of Section A 1a~2c, Unit 5 “What are the shirts made of?” from the PEP Edition Grade 9 textbook as an example, this paper analyzes the design ideas and implementation pathways of each phase of the 5E model in listen-and-retell teaching, centering on the ability development thread of “information extraction - strategy construction - autonomous application - reflective improvement.” The case analysis shows that the 5E instructional model can provide a relatively clear teaching organization framework for junior high school English listen-and-retell instruction, contributing to the construction of a closed teaching loop of “input - internalization - output - feedback,” thereby helping students achieve an effective transition from listening input to speaking output.