【大赛原创 请勿转载】Unit 5 Health and Beauty 课件+教学设计+学习单（AI赋能）-Aristo First 3B

Health and beauty教学设计 学科 English 年级 F3 课型 New Lesson 设计者 黃禎男 课题 Health and beauty 课时 40 minutes 课标要求 1. Use key sentence patterns of the unit to describe healthy lifestyles 2. Acquire health-related information through reading 3. Express health advice in group collaboration 教材分析 This lesson is from Unit 5 of Aristo First 3B, themed "Health and Beauty". Through text reading and practical activities, students master sentence patterns like "in order to" and "so that", and cultivate awareness of healthy living. 学情分析 Students have mastered basic health-related vocabulary (e.g., diet, exercise) but lack proficiency in integrating complex sentence patterns, requiring contextual practice. 核心素养目标 1. Language Ability: Correctly use "in order to/not to" and "so that" to express purpose. 2. Cultural Awareness: Understand the cross-cultural commonalities of healthy lifestyles. 3. Thinking Skills: Analyze the rationality of health advice critically. 4. Learning Ability: Enhance communication and collaboration in group work. 教学重点 Ss are able to use the specific sentence patterns correctly. 教学难点 Ss may struggle to give healthy advice using correct sentence patterns. 教学方法 Task-based teaching, group collaboration, multimedia-assisted instruction 教学过程（教学环节可结合学科特点自行设置） 教学环节 教师活动 学生活动 设计意图 Stage 1: Lead-in (10 min) 1. Ask students to share sentences with pictures on Padlet using at least 3 words from Unit 5. 2. Randomly select groups to present their work. Collaboratively create and illustrate sentences on Padlet in groups.Present sentences as group representatives. Activate prior vocabulary, stimulate interest through visual tools, and prepare for new content. Knowledge Review (5 min) 1. Guide students to read aloud tips for healthy living. 2. Explain the usage of key patterns (e.g., "in order to") and lead sentence rewriting practice. 1. Read healthy living tips aloud. 2. Rewrite sentences independently and check answers. Reinforce prior knowledge, clarify pattern structures, and prepare for application. Stage 2: Reading Activity (8 min) Students read Text 2 and answer 3 questions using target patterns.Q1: Why does Amy want to lose weight Q2: How does Amy try to lose weight Q3: What is Dr Chan’s advice for Amy 2. Provide differentiated worksheets and require groups to reach consensus. 3. Review answers with the whole class. 1. Read and answer questions individually. 2. Discuss and unify answers in groups. Train skimming skills, cater to diverse learners through differentiated tasks, and foster collaboration. Stage 3: Extended Output (20 min) 1. Ask: "What advice can you give Amy " to trigger brainstorming. 2. Play a video on healthy lifestyles to expand ideas. 3. Instruct groups to write a short paragraph about ideal healthy lifestyles using "in order to" and "so that", then post on Padlet. 4. Use AI to generate images and create posters. 5. Randomly select groups to present. 1. ... ...