Unit4 Lesson2《What do you want to be》教案（2课时）-2026-2027学年闽教版（新版）小学英语五年级上册

Unit4Lesson2《Whatdoyouwanttobe》教案（2课时）-2026-2027学年闽教版（新版）小学英语五年级上册一、学情分析五年级学生已经具备一定的英语听说基础，能够认读、口头表达常见职业名词，掌握一般现在时基础句型，能够运用简单的问答进行日常交流。学生对“理想职业”这一话题兴趣浓厚，乐于表达自己的想法，具备同桌合作朗读、角色扮演的课堂学习能力。但学生对于动词短语wanttobe、begoodat的句式结构掌握不够牢固；动词-ing形式作主语的用法属于新知识点，学生理解存在难度；在使用a/an搭配职业名词时容易混淆，例如anastronaut。学生能够抓取对话中的表层信息，但对于文本中“为什么选择这份职业”这类深层逻辑信息的提取能力有待训练。本课依托学生感兴趣的理想职业话题，引导学生学习询问他人理想职业的交际句型，理解职业选择背后的个人爱好与特长，训练学生对话阅读与信息梳理能力，为单元后续学习打下语言基础。二、教材分析本课是闽教版新版五年级上册Unit4《OurDreamJobs》Lesson2，属于单元核心对话语篇，承接Lesson1的职业词汇学习，围绕“Whatdoyouwanttobe?”核心问句展开对话。对话场景设置在公园，WangTao、YangMing与XiaYiyi三人互相谈论各自未来的理想职业以及选择这份职业的原因。课文核心词汇：footballplayer,doctor,astronaut,space,healthy；核心短语：begoodat；核心句型：Whatdoyouwanttobe?Iwanttobe…；Whataboutyou?重点句子：Playingfootballmakesmehappy.Doctorscanmakepeoplestrongandhealthy.Iwanttostudyspace。对话不仅呈现询问理想职业的交际句式，还渗透“爱好、特长影响未来理想”的育人内涵，同时引入动名词短语作主语这一语法现象。本课是单元语言输出的关键课时，由职业名词的识记转向真实语境下的交际对话，帮助学生学会询问、介绍自己与他人的理想职业，理解职业与个人爱好、特长之间的关联。课文原文：

Inthepark.

WangTao,whatdoyouwanttobe?

Iwanttobeafootballplayer.Playingfootballmakesmehappy.

YangMing,youareverygoodatmath.Doyouwanttobeamathteacher?

No,Idon’t.Iwanttobeadoctor.Doctorscanmakepeoplestrongandhealthy.

YangMing:XiaYiyi,WangTaowantstobeafootballplayer.Whataboutyou?

XiaYiyi:Iwanttobeanastronaut.Iwanttostudyspace.

YangMing:Thatsoundsgreat!三、核心素养教学目标1.语言能力能够听懂、认读、分角色朗读本课对话；掌握核心词汇footballplayer,doctor,astronaut,space,healthy；掌握短语begoodat；掌握核心句型Whatdoyouwanttobe?Iwanttobe…Whataboutyou?；理解句子Playingfootballmakesmehappy；能够运用本课句型询问并回答他人与自己的理想职业，简单说明选择该职业的原因，把握对话朗读的语气。2.文化意识读懂对话内容，了解不同职业的工作内容与价值；体会每种职业都有自身意义，尊重每个人的理想；感受中外儿童谈论未来理想的表达方式，树立正向的职业观念，明白理想和个人爱好、特长紧密相关。3.思维品质能够聆听对话，提取人物、理想职业、选择理由三类信息，借助表格梳理对话信息；辨析a和an在职业名词前的用法；能够根据对话信息归纳人物特长与理想职业之间的逻辑关系，学会简单阐述理由，培养逻辑归纳能力。4.学习能力学会借助图片辅助理解职业词汇；掌握听对话抓取关键信息的听力策略；能够开展同桌分角色朗读对话，主动模仿语音语调，在对话操练中主动运用句型进行交流。四、教学重难点教学重点1.掌握核心词汇footballplayer,doctor,astronaut,space,healthy以及短语begoodat。2.掌握核心句型Whatdoyouwanttobe?Iwanttobe…Whataboutyou?，能够询问、回答理想职业。3.读懂对话，能够分角色朗读对话，借助表格提取人物理想职业信息。教学难点1.理解动名词短语作主语的句子：Playingfootballmakesmehappy。2.区分不定冠词a/an，理解anastronaut的用法。3.能够在真实语境中使用句型介绍自己的理想职业并简单说明理由。五、教学过程第1课时热身导入，复习旧知教师出示各类职业图片卡片，带领学生齐读已学职业单词。

师：Goodmorning,boysandgirls.Let’slookatthesepicturesandreadthewordstogether.Teacher,nurse,policeman…

生齐读职业词汇。

师：Great!Thesearedifferentjobs.Todaywewilltalkaboutourdreamjobs.What’syourdreamjob?Doyouwanttoknowyourclassmates’dreamjobs?

师板书课题Whatdoyouwanttobe?，带领学生朗读课题，讲解句型含义：你想要成为什么？

师：Nowlookatthepictureinourtextbook.Wherearethechildren?

生：Inthepark.

师：Yes,theyareinthepark.Whoarethey?

生：WangTao,YangMingandXiaYiyi.

师：Perfect!Theyaretalkingabouttheirdreamjobs.Nowlookatthepicture,canyouguesswhatjobstheywanttobe?

学生自由猜测。

师：Nowlet’slistentothedialogueandfindouttheirdreamjobs.

【设计意图】复习旧职业词汇，创设“谈论理想职业”主题情境，借助课本插图引出对话人物与场景，引导学生预测对话内容，激发学生学习对话的兴趣，为本课对话学习做好铺垫。初听对话，整体感知，学习新词教师播放课文录音第一遍，提出任务：Listenandfindoutthethreechildren’sdreamjobs。学生整体听录音感知对话。

师：Nowlistencarefullytothedialogue.Afterlistening,trytofindWangTao’s,YangMing’sandXiaYiyi’sdreamjobs.

录音播放完毕。

师：OK.WhocantellmeWangTao’sdreamjob?

生：Hewantstobeafootballplayer.

师：That’sright!板书footballplayer，领读单词。football足球，player运动员，footballplayer足球运动员。

师：AndYangMing’sdreamjob?

生：Hewantstobeadoctor.

师：Wonderful!板书doctor，医生，领读单词。

师：WhataboutXiaYiyi?

生：Shewantstobeanastronaut.

师：Good.板书astronaut，宇航员，领读单词。重点提示前面要用an，anastronaut。

师：Nowlet’slearnmorenewwordsandphrasesfromthedialogue.Lookatthisphrasebegoodat。板书begoodat，意思是擅长。Youaregoodatmath.你擅长数学。

师：Nextwordhealthy，板书healthy/ˈhelθi/，健康的。makepeoplestrongandhealthy，让人们强壮又健康。领读单词。

师：space，板书space，太空。studyspace，研究太空。领读单词。

师：Nowreadallnewwordsandphrasestogether:footballplayer,doctor,astronaut,healthy,space,begoodat.

师：Nowlistentothedialogueagain.Pleasefindthekeysentenceinthedialogue.WhatdoesWangTao’sfriendaskhim?

播放录音第二遍。

生：Whatdoyouwanttobe?

师：Yes!Thatisourkeysentence.板书句型Whatdoyouwanttobe?Iwanttobe…教师带读句子，提示句子停顿。

师：Whenwewanttoaskothers’dreamjobs,wecanusethissentence.Ifsomeoneasksyou,youcananswerIwanttobe…Nowlet’spractice.Iask,youanswer.Whatdoyouwanttobe?

生：Iwanttobea…

【设计意图】两次分层听录音，先整体抓取对话核心信息，定位核心问句。借助图片理解职业类新词，重点强调anastronaut中不定冠词an的用法；讲解短语begoodat，扫清对话阅读障碍，初步操练核心问答句型。分段研读，学习对话前半部分文本教师出示对话文本，本节课学习对话前半段：

WangTao,whatdoyouwanttobe?

Iwanttobeafootballplayer.Playingfootballmakesmehappy.

YangMing,youareverygoodatmath.Doyouwanttobeamathteacher?

No,Idon’t.Iwanttobeadoctor.Doctorscanmakepeoplestrongandhealthy.

师：Nowlet’sreadthedialoguesentencebysentence.Firstsentence:WangTao,whatdoyouwanttobe?Whocanreadthissentence?请2-3名学生单独朗读，纠正发音。

师：WangTao’sanswer:Iwanttobeafootballplayer.板书句子，讲解wanttobe，想要成为。wantto后面接动词原形。

师：Nextsentence:Playingfootballmakesmehappy.Nowlookatthissentence.Playingfootball在这里作句子主语，表示踢足球这件事。动词加上-ing放在句子开头，可以表示一件事情。Playingfootball踢足球这件事，makesmehappy让我感到开心。Whocanreadthissentence?

师：Now,YangMingsaystoWangTao:youareverygoodatmath.begoodat后面可以接名词或者动词-ing形式，表示擅长某事。Youaregoodatmath，你擅长数学。ThenYangMingasks:Doyouwanttobeamathteacher?这是一般疑问句，询问对方是否想要成为一名数学老师。

师：WangTaoanswers:No,Idon’t.Iwanttobeadoctor.Doctorscanmakepeoplestrongandhealthy.makepeoplestrongandhealthy，意思是让人们变得强壮、健康。Doctors医生可以帮助人们保持健康，这就是他想成为医生的原因。教师在黑板绘制简易信息表格，填写本节课学习内容。CharacterDreamjobReasonWangTaofootballplayerPlayingfootballmakeshimhappy.YangMingdoctorDoctorscanmakepeoplestrongandhealthy.师：Nowlookatthischart.Let’sreadthedialogueparttogetheraccordingtothechart.

师：NowIwillreadthispart,youlistenandfollow.Thenpracticeinpairs.Onestudentactsthequestioner,theotheractsWangTaoandYangMing.Readthedialogue.

学生同桌分角色朗读对话前半段，教师巡视，指导学生单词发音和句子语气。挑选两组同桌展示朗读。

师：Youreadverywell.Nowlet’sthink.WhydoesWangTaowanttobeafootballplayer?

生：Becauseplayingfootballmakeshimhappy.

师：Great,youfindthereasonfromthedialogue.

师：AndwhydoesYangMingwanttobeadoctor?

生：Becausedoctorscanmakepeoplestrongandhealthy.

师：Perfect!

【设计意图】逐句拆解对话前半部分，重点突破本课难点句子Playingfootballmakesmehappy，简单讲解动名词作主语的含义，不深入拓展复杂语法。借助表格可视化梳理人物理想职业与选择理由，通过师问生答挖掘对话内在逻辑，落实句子理解与对话朗读训练，帮助学生建立“人物—理想职业—理由”的关联，训练信息提取能力。课堂巩固，句型操练师：Nowlet’sreadthefirstpartofthedialoguetogether.Readafterme.

教师带读对话前半段，重点指导长句停顿，纠正学生读错单词astronaut、healthy。

师：Nowwewillhaveafill-inpractice.Iwillreadthesentences,somewordsaremissing,yousaythemissingwords.

师：Whatdoyou______tobe?

生：want.

师：Iwanttobeafootball______.

生：player.

师：Playingfootball______mehappy.

生：makes.

师：Doctorscanmakepeoplestrongand______.

生：healthy.

师：Great.Nowreadthispartofdialoguebyyourselvesforseveralminutes.Trytoreadsmoothly.

学生自主朗读，熟悉对话文本。

师：Todaywelearnthefirstpartofthedialogue.WeknowWangTaowantstobeafootballplayer,becauseplayingfootballmakeshimhappy.YangMingisgoodatmath,buthedoesn’twanttobeamathteacher.Hewantstobeadoctor.Inthenextlesson,wewillcontinuereadingtherestofthedialogueandlearnXiaYiyi’sdreamjob.课时小结师：Boysandgirls,whatdowelearninthisclass?

生：Welearnnewwords:footballplayer,doctor,astronaut,healthy,space.

生：WelearnthesentenceWhatdoyouwanttobe?Iwanttobe…

生：Welearnthefirstpartofthedialogue.

师：Yes.Wecanaskandansweraboutdreamjobs.WeknowWangTaoandYangMing’sdreamjobsandtheirreasons.Afterclass,readthispartofdialoguethreetimes.第2课时复习回顾，衔接新课师：Goodmorning.Let’sreviewwhatwelearnedlastlesson.First,let’sreadthewordstogether.footballplayer,doctor,astronaut,healthy,space,begoodat.

全班齐读词汇。

师：Nowlookatthechartontheblackboard.WhocantellusWangTao’sdreamjob?

生：Hewantstobeafootballplayer.Playingfootballmakeshimhappy.

师：WhataboutYangMing?

生：Hewantstobeadoctor.Doctorscanmakepeoplestrongandhealthy.

师：Perfect!Let’sreadthefirstpartofthedialoguetogether.

全班齐读对话前半部分。

师：WeknowWangTaoandYangMing’sdreamjobs.NowYangMingasksXiaYiyiaboutherdreamjob.WhatdoesXiaYiyiwanttobe?Let’scontinuetoreadtherestofthedialoguetoday.

【设计意图】复习第1课时词汇、对话内容，借助黑板表格回顾已经梳理的信息，自然过渡到对话后半部分学习，建立完整对话逻辑。继续研读对话后半部分，提取信息教师出示对话剩余文本：

YangMing:XiaYiyi,WangTaowantstobeafootballplayer.Whataboutyou?

XiaYiyi:Iwanttobeanastronaut.Iwanttostudyspace.

YangMing:Thatsoundsgreat!

师：Nowlet’sreadthesesentencesonebyone.Firstsentence:XiaYiyi,WangTaowantstobeafootballplayer.Whataboutyou?板书句型Whataboutyou?，讲解用法：承接上文话题，用来反问对方，意思是“你呢？”，避免句子重复。

师：HowdoesXiaYiyianswer?Shesays:Iwanttobeanastronaut.Iwanttostudyspace.再次强调anastronaut，astronaut单词开头是元音音素，所以前面要用an。studyspace，研究太空，这就是她想成为宇航员的原因。

师：ThenYangMingsays:Thatsoundsgreat!Thatsoundsgreat用来表达赞同、夸赞对方想法，意思是听起来很棒。

师：Nowaddthisinformationtoourchart.更新后完整表格：CharacterDreamjobReasonWangTaofootballplayerPlayingfootballmakeshimhappy.YangMingdoctorDoctorscanmakepeoplestrongandhealthy.XiaYiyiastronautShewantstostudyspace.师：Nowlookatthischart.Let’sreadthesentencesforthesecondparttogether.XiaYiyi,WangTaowantstobeafootballplayer.Whataboutyou?Iwanttobeanastronaut.Iwanttostudyspace.Thatsoundsgreat!

师：Nowwefinishreadingthewholedialogue.Let’slistentothefullaudioofthetext.Listencarefully,payattentiontothepronunciationandintonationofthethreechildren.

播放完整课文录音，学生跟读。

师：NowIwantyoutothinkaquestion:WhydoesXiaYiyiwanttobeanastronaut?

生：Becauseshewantstostudyspace.

师：Yes.Sheisinterestedinspace,soshewantstobeanastronauttostudyspace.

【设计意图】延续表格策略，逐句学习对话后半段，通过问答提取XiaYiyi理想职业与理由，完善整张信息表，帮助学生构建完整对话框架，读懂对话全部信息，巩固Whataboutyou?交际句型。完整对话朗读，分层操练师：Nowwehavethefulldialogue.Let’sreadthewholetexttogether.Readafterme.

教师逐句带读全文，指导对话朗读语气：WangTao说起足球时开心；YangMing询问同伴时语气好奇；XiaYiyi谈论宇航员理想时充满向往。

师：Nowreadthewholedialogueingroupsofthree.OnestudentactsWangTao,oneactsYangMing,oneactsXiaYiyi.Afterreading,changeroles.Whilereading,youcanlookatthecharttohelpyou.

学生三人一组分角色朗读对话，教师巡视课堂，针对朗读薄弱学生进行个别指导，纠正单词发音，提醒句型朗读语调。

师：Now,whichgroupwantstoactthedialogueforus?Pleasecometothefront.

挑选2-3组学生上台表演对话朗读，教师给予肯定。

师：Nowlet’strytoretellthedialoguewiththehelpofthechart.Lookatthetable.Wecantalkaboutwhatthethreechildrentalkaboutinthepark.Iwilldemonstratefirst.

教师示范复述：WangTao,YangMingandXiaYiyitalkabouttheirdreamjobsinthepark.WangTaowantstobeafootballplayer,becauseplayingfootballmakeshimhappy.YangMingisgoodatmath,buthedoesn’twanttobeamathteacher.Hewantstobeadoctor,becausedoctorscanmakepeoplestrongandhealthy.ThenYangMingasksXiaYiyi.XiaYiyiwantstobeanastronaut.Shewantstostudyspace.YangMingthinksthatsoundsgreat.

师：Nowtrytoretellingroupsoffour.Youcanusethechartforhelp.

学生小组内尝试借助表格复述对话内容。教师巡视，倾听学生复述，提醒学生按照对话顺序讲述。

师：Whocanretellthedialogueforthewholeclass?

邀请学生上台进行口头复述，允许学生参考黑板表格。

【设计意图】从跟读、小组分角色朗读，过渡到借助图表复述对话，层层递进落实语言输出。表格作为语言支架，降低复述难度，训练学生梳理文本、口头表达的能力，落实本课核心语言输出目标。文本细读，辨析重难点师：Nowlet’slookbackatthedialogue.Let’sfindoutthekeysentence:Whatdoyouwanttobe?AndtheshortsentenceWhataboutyou?

师：Whatdoyouwanttobe?Weuseittoaskothers’dreamjob.Whataboutyou?Weuseittoaskthesamequestionagainwithoutrepeatingthewholesentence.

师：Nowlet’slookataandan.afootballplayer,adoctor,anastronaut.Weuseanbeforewordsstartingwithavowelsound.

师：NowlookatthesentencePlayingfootballmakesmehappy.Playingfootballisthesubjectofthissentence.Itmeanstheactivityofplayingfootball.

师：Nowlet’sdoatrueorfalseexercise.WangTaowantstobeafootballplayer.(T)YangMingwantstobeamathteacher.(F)Doctorscanmakepeoplestrongandhealthy.(T)XiaYiyiwantstobeanastronauttostudyspace.(T)教师出示判断题，学生判断，并且在原文找到对应的句子作为依据。师：Numbertwo,it’swrong.Wherecanyoufindtheanswerinthedialogue?生：No,Idon’t.Iwanttobeadoctor.师：Goodjob.Youcanfindevidencefrom