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Hello hi, Anne. How are you today? I'm fine, but I didn't go to school today. You didn't go to school today. Why didn't you go to school today? Because I'm sick. I'm sick today. You're sick today. What's wrong? My mom said I cough and didn't let me to the school. Oh, no, you were coughing. That's not good. Are you feeling okay? There are. Yes, yes. So you're feeling it with you. And what do you have? Or do you have A A goat or a fairy? Outthat can't work it out on it's a coat and putting on it because she thinks I'm cold, but I'm hot. So we've got it, a body warmer. And that's what you've got on is a body warmer, but you're hot. Oh no. Oh, no. And hi, George, how are you today? Great. Yeah. What have you been up to today, George? I played soccer with my friend. You've played soccer with your friends. And did you did you win any goals? Yeah. Did how many goals did you score? Did you score them? You you were a scorer, goal scorer, or you were a defender? I school, I school to you scored the two goals. Oh my goodness. Well, that's quite impressive, isn't it? Wow. Hi, mou. How are you? Oh, we can't here you meaning. You'll have you have a beautiful bed spread behind you. It's very colorful. Mimi. That's very colorful. Oh, and did you have you had a good day? Yes, what did you do today? You're an English maths class. Maybe you're very quiet. Is of any way of making you louder? I don't know. Okay, we would have to speak louder. Won't we have to shout, Oh, she's off to space, guys. She's gone back to this bawell. Welcome. Well, she's gone back to welcome, welcome, welcome, welcome, welcome. Today. I don't know where Jerry is, so we'll start and Jerry can join us. If not, Jerry can join us next week. So we've got to remember how to hold a debate opening address, speaker Yeah opens the meeting, check who's present. Are you the right speakers for the right motion and who is able to vote. Is this a judges vote or an audience vote? Then we have the main speeches. Okay, so we have the agree and we have to disagree. They will speak. Then we have further arguments from the team taking turns and then it is open to the floor, to the audience to ask questions. Then the final speakers will make their summary, okay, theysay their last points, and then those voting, whether that's from the audience or from the judges, okay? So we want to think today about giving our opinion and using these. And we might, because we've got three, we might do chaering today as well. So we might also practice being a chair, which will be quite firm. See, we're going na learn also first of all though, some sentence starters, things to start our opinions. Okay, so instead of just I think we can see in my opinion, in my opinion, it's important to express your thoughts in English. From my point of view, English grammar is confusing. Okay, Anne, can you make a sentence within my opinion? In my opinion, I think more isn't very good. Well done. In my opinion, more is not very good moving. Can you make a sentence with from my point of view. You're on mute. From my option of view. Chinese. Teacher is very nicely nice, because say my Chinese teach very nice. Yeah that we move. Okay, George, your one will be, as far as I'm concerned. Move centers. Oh, yes, as far as I'm concerned, plastic pollution is a great threat to humans. As far as I'm concerned. So for example, George, as far as I'm concerned, ice cream is the best. What can you think of any opinion? Does it matter anything? George, as far as I'm concerned, football is the best. As far as I'm concerned. Drinking water is the best. Drinking water is the best. Yeah, well done, George. I finally agree with you. Hi, Jerry. How are you? I'm good. Amazing. Je, we're just looking at introducing arguments Yeah with different sentences. So we've got here yours personally. Personally, I think it's interesting to listen to different English accents. What sentence can you make with personally personally? Personally, I think it's interesting to listen. Personally, I think it's. Good to learn about language now. Great. Personally, well done the great sentence starters that we can have and we can use these okay in our debate today, but careful opening starters can help the audience to know our opinions. But to convince the chair you're all gonna to be today, your own opinion is not enough. Yeah we need supporting evidence to support your opinions. And today's debate is all about eating sweets. Should kids only eat sweets at the weekends? Okay. Today, before we start our discussion, I'm just going to explain how today, because you're going to be voted, you're going to be speaking on both sides. You're going to have an agree argument and a disagree argument. Okay, what's going to happen, for example, is Anne, you might start on the agreeting. George, you might start on the disagreeting, and then mumu might be our chair. She will run the debbit. Jerry and I will then be the audience. We will vote in the debate. Then Anne will become the audience. George will go on the agree. Sorry, George will not going. They agree. Moo mo will go on the agree. George will become chair. Jerry will go on the disagreeting. And then each round we will move round like this, okay? So that everybody gets a chance to be in every role, okay? There's a lot to get through. So you'll be speaking for less time. So you'll still do three minutes overall, but you'll do a minute and a half for each side. So when you're watching this, think about arguments for both degree and two arguments for disagree. Okay? Because you want to be talking about both, I will talk through the chair. I will write down the chair. So don't worry about being chair. I will be here to guide you, to help you. It becomes quite, it becomes quite easy after a while when you see it. First person going will be difficult. Okay, but let's have a little watch all about sugar. Oh, little Kitty, don't overeat sugar. Hmm, good question. Hey friends, I know, just like Kitty, you might also find it hard to resist the sweetie beauty taste of sugary food. So in today's episode, let me explain the impact of sugar on you and answer a bitsweet question. A sugar bad for you. Zoom in. Hey friends, I know whenever you see those irresistible chocolates, crungy cookies, creamy pastries and fruity scoop ice creams, it's hard to resist them as your mouth gets watery and your tummy starts craving for them. But have you ever wondered why it's next to impossible to resist these sugary products? Well, let me explain. But first let us learn a few things about sugar. Sugar is a sweet substance that originates from plants like sugar cane and sugar beaets. It is one giant molecule of carbohydrate with a scientific name called sucrose, made up of two smaller carbohydrates called fructose and glucose. Simple sugar like sucrose, can be easy to identify. However, sometimes sugar can be disguised under fancy names such as lactose, maltose, dextos, starch, and of course, as we mentioned earlier, fructose and glucose. And since sugar is everywhere, it is vital to know its impacts on your brain and body, why it's hard to resist, and what happens when it reaches your taste bugs. You see, as soon as you dig the bite of that delicious pastry, it activates the sweet receptors of taste buds on your tongue, which sends signals to different parts of your brain, including the cerebral cortex. And once the cerebral cortex processes the sweet taste, it activates the brain's reward system and releases the feel good chemical called dopamine. This reward system is not limited to eating sugary food, but also kicks in when you play your favorite video game, watch your favorite show, or hang out with your best friends and everything that makes you feel good. And because of this feel good factor, you crave sugar and can get addicted to it. Although eating a little sugar is not bad for you, as your body needs it to survive, but overeating it can lead to a series of health issues. For instance, there is a chemical called leptin, a hormone that is made by fat cells. The way leptin works is when it rises, your appetite diminishes, which means leptin is essential in controlling how much you eat as it tells you when to stop eating. But absorbing too much fructose can lead to leptin resistance, a condition in which we don't know when to stop eating, resulting in obesity. Also, if you eat more sugar than your body can use in a day, it stows the sugar it doesn't need in the liver or converts it to fat. When you do this regularly, you damage your liver and build up fat. These extra fats can also enter your bloodstream and form fatty deposits in blood vessels that increase the risk of stroke, heart attack and other heart related problems. So, my dear friends, make sure to reduce taking sugar to stay fit and fine. Save your time. Did you know sugar can make you look old? Yes, my dear friends, studies have shown that sugar can bind with collagen and elastticin in our skin, causing permanent damage to it and making it look wrinkly and saggy. And you won't believe, but refined sugar has been linked with disease like arthritis, stress, depression, tooth decay, asthma, allergies and even cancer. Hope you learned something new in today's episode. Until next time, it's me, doctor binox, zooming out. Don't in the tea. Never mind. It's pretty salt into there too. Eth, okay, Jerry, what do you think? Do you think sweets are that bad? Do you think he's right or do you think it's okay? Moderation, it's okay a little bit. It's all it's okay for a little bit. Okay. What's your definition of a little bit? Do you think it should only be on weekends? Or do you think it's something that as long as we're balanced throughout the week, it's okay? Maybe it's around week, it's okay, but you can like eat a little piece of a Candy if you have a little piece. A little piece every day is okay. Yeah, a little piece every day. Okay, let's see. George, you had your hand up. What were you gonna say, George? It is okay if you take it not too much because when when you too much of it, you might get bad in many ways. Yeah you might get sick. Might we might get sick with it. And what could be the problem then? I've come to you in a second mimand what could be the problem, George, if I only eat sweets at the weekend? Eat sweet at the weekend, your blood will be some a sick, and you don't want to. Studying anymore more so eating only at the weekend could stop us doing extra studying because Yeah, it can make our brains funny on it. Yeah, it can make us hyper. That's what we say, hyper. We could end up being too much at the weekend, couldn't we? And annwhat, do you think if you eat too much and if you only eat Candy on weekends, you will eat a lot of Candy one day? And if you eat too much Candy, your teeth will get bad. Yes, we might end up eating too much. Might we try to get it all our addiction in isn't it? However, what could be quite good, Jerry, about just having I've used to when I was a child, I used to have chocolate Friday. I was allowed one chocolate bar on a Friday. That was it wasn't allowed any other chocolate or sweets. Okay. My parents were very strict with sugar. And why do you think maybe having just the weekend restricting the intake of it, why can that be a good thing? Yeah why do you think only having them at the weekend be a good thing? I was I was thinking, because that can make you be more healthy and that can make sure you didn't eat that much Candy. Restricting us to the weekend could help us not to eat too much Candy, because what could be the problem, George, if we ate too much Candy in the weekdays? What what can what problems can that create in school or in our daily life? You would want to eat more at school. What's that going to do to your concentration, George? So you keep sinking until you will. 妞哦。You eat it secretly. So actually we could end up eating without anybody knowing it yet. That's a good point for against. But George, why do you think eating throughout the week could be a problem? What could it do to our concentration if we're always eating sweets? How do we act when we've eaten too many sweets? I'm like. Like too excited. Yeah and what does that mean for us in school then, George? If we're too excited for kibeating suites all day long, what can that do for our concentration in school? You get hyper, get hyper. Great word. We're going to get hyper arenwe. And what do you think though is the problem with restricting children from having no sugar until the weekend? What could be the bad things about that? Like children will always think about the weekend, we can have Candy. And if if children do homework, they will not be they will not be concentrating. And if they go to the school, they they the tethey will not get a very good they will not get a very good. Like. They will not go to the test or like sometimes you will be, sometimes you will the teacher to call your parents. Yeah so it could be that you're not really concentrating homework at work at the weekend isn't happening. You're too hyper, too energy, too excited. Wishing your week away. Yeah. I want it to be the weekend. I want Candy. I want Candy. I want Candy moo. How do you think parents should in, do you think parents should make sure kids don't eat too much Candy? Because if parents don't care of kid eat Candy, that kid will be very silly and. And Yeah. And will be the last. The if the kid if the kid go to a test then it he or she will be very not good not good Yeah not concentrating maybe yes I do think it's a responsibility of parents to make sure you don't have too much Yeah so we've got some parents here someone saying no give it to them give them sweets whenever watching tv and eating sweets makes them happy here we have no restrict it Yeah they should only have a packet a packet at the weekend Yeah otherwise I'll give them fruit as a snack. So we've got to think are they bad? Are they not? Is it good to have a little bit every day? Is it good to have in your house Monday that you eat sweets? Yeah does it have to be a weekend or does a weekend help you? Yes, Jerry. Teacher maybe you can change a question like because you know last last Friday it's it's a Halloween you. Any questions? I think the question, I think it's like the kid will get a sweet at Halloween. Should they eat eat all of those Candy at one time? Oh, it's a good question, Jerry, that's a good question. Actually, Jerry, you can put that into argument, but I'm unhappy to change this slightly too. Kids should eat sweets only at weekends or special occasions. We could make it a bigger topic. Absolutely, Jerry, I think that's a really good idea. Yes, Anne, I want to see Jery's question. Oh, yes, if the kids eat old canthe stomach will be hurt. You have a stomachache. I think you're right to go to them, and they need to go to the hospital because like me, I have got three bag of Candy and also I scare two little girl to cry. That's horrible. A company does that, right? Well, Oh my goodness, what debate are we going to have today scaring people on the Halloween? So and George mimu, I'm going to give you some time to think about this debate and I'll put the change of debate on here for us. Okay. So remember, you're going to speak for one minute and 30s, okay? For each side. The way we'll do it is we'll have, Anne, you're going to be on the agree team first. George, you're gonna to chair first, very exciting. And mumu, you are going to be on the disagree side first. Okay? And then we'll start to rotate. Jerry will be the audience and least I'm always going to be the audience. I'm not going to chair today at all. So you're going to have some time to prepare me. Give me five minutes. Yeah, yes, we move. The audience gets to vote. So the audience mumo get to vote. We get to decide if we think the agree team or the disagree team should win. Okay? So you're all gonna to get a chance to to debate on both sides. We're gonna to be sort of circling round, yes muo, yes mumo what I'm gonna to tell you now, momu, I'm gonna to tell you now about the chair while you're getting your debates ready, okay? Because I'm going to give you all five minutes to get them ready. I am going to write on the board the chair. Okay. So I'm going to give you the lines that you are going to be saying the chair keeps time. Yeah if the timer goes off and someone is speaking, you say thank you very much. Your time is up. You will start the debate. Thank you. Agree team, you may start. Thank you. Negative team, you may start. You will open the floor to questions, any questions from the audience, you will ask the audience to vote. You are in charge. Yeah so you have to make sure the debates are running on time. And anybody that does the chat, I will be here to help you. I'm going to write the script out so we know exactly what we're doing. Okay, okay, okay. Let's give you some time. Remember, you're making two points. You're making a degree point and a disagree point. Try and get two examples in both here you've got five minutes, your time to repair starts. No, why is it not going to buy up? Put here. In two minutes is adgone. And see my table. The thing I've looked up, bananas disappeared. So hope she comes back in time. If not, we'll switch the teams around to start in a different order. Yes ary. Do you know what cartoons are? Are me? What's me dressed on that day or at Halloween? I don't really watch pie and. Wish no. Yes. Were you were you x meant no. It's the God of the God of dead. The God of dead. My goodness, the God of get a ghost. A ghost movie is asking no ghost. 30s and we're gonna start wherand bessed. Oh, it's okay. I've got a version. It might just mean we have to just swap Anna mumo around. So we'll have to put Jerry, we'll have to put you in the affirmative. I think a computer has died. Okay, one right, Jerry is going go onto the affirmative team to begin with. We don't have an hopefully shebe back mou. You'll be going on to the disagree team to begin. And George is going to be our first chair. I'm very excited, George. So George, I've written everything that you'll need on here. You will travel speakers when they can speak and you will tell them if they're over time. Okay. Okay, George, our chair. Chair George, it's over to you. Chair George. So start towards with her, everyone. Hello everyone. Today's debate is, is these sweets only at weekends or special associoccasions occasion? Agree, speaking your time starts now. Hello good evening lady and gentlemen. Today we are talking about sure kids only have Candy at the weekend. In my opinion I think it's yes because that can keep them healthy and good. If they eat a lot of Candy they will make they're too excited. Maybe they will make some mistake with those lots of Candy and it just eat a little bit Candy can make their health healthy. That won't make them that fat, and it can if they eat too much of Candy, even like they eat Candy on weekdays or all of the week, they will eat too much Candy for they need. So that was bad to them. Thank you. Thank you. Your time is sed up. Negative speaker, your time starts now. Run me up, maybe move. We everyone, firstly, eating only sweet as we can, will not want to study Seconi think eating so much sweet, you'll make your blood grow and you'll be sick. Lastly, I think that if you eat more sweet, your teacher will call your parents. In my option. I think that kids shouldn't eat sweet at the weekend. Thank you, everybody. Do the audience have any questions? Okay, who who were you allowing to speak, George? Name that person. You can say teacher, you can say Lisa, you can speak. Thank you very much. Chair George, my question is to mumu mui, you talked about that children become ill from eating too many sweets. And could children not eat too much at the weekend though? Could they not end up eating far too many sweets at the weekend and therefore become sick that way? Think that a kid should eat, not eat candies, because if you eat some candies that you can be sick because your blwill be get bigger, and that will be sick the moment U, just to clarify, you think that kids shouldn't have sweets at all. Okay. Thank you very much. That's all my questions, speaker George. Thank you. Questions are are over. It's time to vote. Hands up for a group. Hand up for disagree. And wherever you placing your boat you going agree would disagree. I know you just put back in out. I didn't hear. I didn't hear. They didn't hear. That's okay. So George, you will now make the final voters the chair because Anne can't vote because you didn't hear them. So speaker, chair George, you should make the final. So George, you will make the final vote. So, George, who's your wiout? Well done to the winner. Well done to do that. And answer for George. The winner of this round is the winner of this round is Jerry. Well done, Jerry. Well done, chair. George, you are a very good chair, very nice and clear. We didn't worry that we were gonna get off time. Well done. It's very scared going first. Okay, let's move everybody around. So George, you are now on the agree move. Who is now our chair. Hello, chair, remove and Anne will now go into our disagree category. Okay, me and Jerry and now the audience, remember Jerry were voting for our favor. Okay, momu, chair momu, it's over to you. One today, the bit is kids should eat sweet only at weekend or special occaoccasion agree speaker your time starnow. Should be first kids should be because they like it. Secondly, kids should eat sweet because. They. They won't get a bif. They don't eat too much. And in my opinion, in my opinion. They can. They can maybe control yourself, do not eat that much in. Conclusion, I think kids a kids can eat sweet. Negative your are. In my opinion, I think that kids shouldn't eat sweets only at weekend. Firstly, because if children only eat sweets at weeend, they will eat too much Candy and too much Candy will we'll have stomache, so they need to go to the hospital. Secondly, if students only eat candates at weekend, then the Monday to Friday they wouldn't be like be concentrated to work or or or like giving a test and you won't do it, so the teacher will call your parents. So in my so in conclusion, I think that kids should not eat sweets only at weekend. You're on me, mo mo. Your time is up, do you and have any question? So speak, chair momu. Let that person know. If you're happy for their question, say yes. Lisa, can your question please? Yes, Lisa, your question please. Thank you very much. Chair momo, my first question is to George. George, you're on the affirmative team talking about the fact that kids should only eat sweets at weekends. Can you tell me a little bit more about why you think only eating sweets at weekend is good for children? Because. And they don't need to. Because if they eat too much, they will get. Sick, thanks. Thank you very much, George. Thank you, chaers and mimu. Chamy your question over move, move me move o Jerry's got his hand up so you can ask Jerry it welme mig. Thank you. My I have a question to George. As you said, the children should only only eat Candy at weeend, but it isn't that will make children it's one it's Candy in one's time when if they eat too much Candy wasn't that bad for children. That will be, but it isn't on. Isn't a. Better it isn't much better than eating a sugar every day. Thank you. Your question are over. It's time to wait hand out for agree. Hand up to disagree. The winner is the winner of this gold is grade is an well done. And weldone mumu with Chaing, very good chaming, again, very consistent. Great job. Okay, let's do a shuffle round for everyone. Samumi is now on the agree and welcome. You are now our new chair and Jerry is now on our disagree. We've had to swap things round, so just making sure that everyone's having the jobs to be on the right side. Okay, cheanne, over to you, George. It's our time to be the audience. Hello, everyone, today's debate is kids should eat sweets only at weekends or special audience occasion, free speaker occasions. Agree, speaker, your time starts now. Everybody today, I want to tell you that kids should eat sweet only at weekend or special accorfirstly if kids, kids have a long time at Monday to Friday. So I think a Kwant need to have a rest. So I think that kids should eat some sweet. Secondly, I think kids should eat sweet because kids were very hard to study, and it can give it energy. So I think kids should eat sweet weelastly, I think that kids should eat sweet because that kids need energy and kids. Want to something to, and if there were traveling, it can have some sweet. So I think he can take some sweet and eat some sweet. In conclusion, I think. Thank you. Your time is up. Negative Stiker, your time starts now. Good evening, ladies and gentlemen. Today we are talking about sure kids eat Candy, only eat Candy at weekend. In my opinion, I think kids shouldn't eat just eat Candy in weekend because when if they just eat Candy in weekend, if they will eat as one time, if they at one time eat too much, that wasn't their body wasn't need that more. So maybe it's bad for children, and maybe they can eat it at daytime, even every day, because if they just eat a little bit Candy, it was just fine. Even they eat every day a little bit. It's good. It's fine because your body, your, your, your body all needs sugar to all need sugar. And in my thank you. Thank you. Your time is up. Do. Do you have any questions, George, please? Jsaid, they should have I every day, but wouldn't be, wouldn't they be sick if they eat every day? Thank you for your question. But what I said is they can, they will if they just eat a little bit like a little piece of a Candy, that was just fine for they bothere, and your body also need Candy, also need sugar to do something. Thank you. Please, my question is for muu and mumu. You talked about sweets giving you energy at the weekend, but why do you think kids need this energy at the weekend and not in the weekday? Because in weekend, kids have a five day to school, and they will be very, very tired. So they want some energy. That is sweet. Thank you. Me mid. Thank you. Question are over, it's time to vote, hands up for agree. Hands up or disagree? And you must now make the vote. The winner the winner of this round is the grejerry. Well done. Think you did a fantastic debate that well then. Excellent, George. What a fantastic question from the audience. Well then and fantastic chairing. Okay, maybe you're coming up to the audience now and it's going on to the agree side. Jerry is now our chair for this round. And George, you're now on the disagree side. Okay, a chair, Jerry, over to you. Oh yes, George, just before we start, you've got a question. So it's am I unyou're on disagreeing now? George, yes, I is disagreing. We should eat that. We shouldn't. We shouldn't eat. We should have them all the time or maybe not at all. Yeah. Okay. So chair Jerry, over to you. Hello everyone, today the bais key should eat sweet only at weekend or special. Occaoccaoccasions. A great agree speaker. Your time starts now. In my opinion, I think that kids should eat sweets only at weekends. Firstly, because if students eat sweets at Monday to Friday, they won't listen to the teacher and they won't do the homework too. Secondly, if children eat, if children's. If you give Candy to the children on weekends, it will be like give the kids some present to Monday to frithis work. So, so in conclusion, I think that kids should eat sweets only at weekend. Thank you. Your time is up, negative speaker. Your time starts now. I think it should not eat too much sweet, because if they eat too much sweet, they will get sick and get back in many kind of things. I. First me. Firstly, they firstly, if they eat too much, they will this will help you, George. Makes us unhappy and. If they don't have if they have only as we can still want more and it will affect their. School school days. In conclusion, I think his should not be sweet a lot a lot of okay, only at the weekends. Yeah, because that's what you're talking about there, George. Yeah. So we should eat a little every day. Yeah, a little bit of sugar every day. Okay. Thank you. Sorry, Jerry. Thank you. Your time is up. Do the audience have any questions? Lisa and mine is for speaker George. George, you talked about the fact that eating too much sweets in one go on the weekend can cause sickness. Why do you think having a little bit of sugar every day is better? It will help you it it would help you digest better. And why do you think that? Why do you think people have digest it better? Because if you eat too much at a time, you will. Maybe. It has too much sugar in your. And you cannot digest it, so you your time will hurt. Thank you. Thank you, speaker George. That's all my questions. Chair Jerry. Thank you. Questions are over. It's time to vote, sign up or agree. Hand up hands up for disagree. We're deciding vote chair. We've got one for am and one for George. You can, you can declare a draw. All are 1.5, 1.5. You can say the winner. You can call it a draw, Jerry. You can say they both win. You are allowed to draw in debating the winner of this round is annn and George, as is a well done. Well done, Jerry. Fantastic. Jerry. Wow. Every single person has now chaired their very first debate. That's pretty cool, isn't it? And well, don't wasn't audiences as well. It's it's a lot to ask questions and think about what they're saying. Yeah big things just to remember make sure you prepare your debates makes a huge difference just to read rather to the think on the spot and that helps you if you've got some preparation very quickly. I just want to change something for you guys if this if this example you said, eating a lot too much will make you sick, eating too many sweets will make you sick or they will eat too much. It's just the way round of the sentence. Okay, so just bearing mind, we need to put the subject if we're using a pronoun, the subject first and then the action subject, then verb, it's just something to remember. Yeah I subject will eat verbs. So it's just the way around we do it verb, then subject. It's a good way of practicing for your debates, George. Nice audience, nice chairing today. Some really good questions. And your disagree argument was really filled out. Well, duu, you're very good at chaering on you moo, who kept us on the line like you were renting to get our debbago and get mou. Really nice and answers. Your agree debate today was absolutely fantastic. Yeah could see what where you were, what your opinion really was cheering again, nice chairing. I felt very in like you were very in control. The way you spoke about the audience to get us to ask questions as well was fantastic. We'll build that and you'll agree and disagree statements today. One in your debates. So that kind of shows your opinion was coming across nicely and some nice critical thinking today. You led a lot of these discussions. Your chairing was fantastic and being able to win that final debate alongside George was amazing. Well done, well done and have a wonderful rest of your day. Guys. You have done amazing soon. I'm so proud of you all. I will see you next time. Happy swiveling.
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{
    "header_icon": "fas fa-crown",
    "course_title_en": "Language Course Summary",
    "course_title_cn": "语言课程总结",
    "course_subtitle_en": "1v1 English Lesson - Debate Skills Practice",
    "course_subtitle_cn": "1v1 英语课程 - 辩论技巧练习",
    "course_name_en": "LS03DBA",
    "course_name_cn": "LS03DBA",
    "course_topic_en": "Debating: Expressing Opinions and Structure",
    "course_topic_cn": "辩论:表达观点与结构",
    "course_date_en": "N\/A (Based on internal reference 1105)",
    "course_date_cn": "N\/A (根据内部参考 1105)",
    "student_name": "Anne, George, Mumu, Jerry (Group Session)",
    "teaching_focus_en": "Practicing debate structure (opening, main speeches, rebuttal, closing) and using sentence starters for expressing opinions.",
    "teaching_focus_cn": "练习辩论结构(开场、主体陈述、驳论、总结)以及使用句子引导词表达观点。",
    "teaching_objectives": [
        {
            "en": "Students will be able to utilize formal sentence starters to express opinions clearly.",
            "cn": "学生将能够运用正式的句子引导词清晰地表达观点。"
        },
        {
            "en": "Students will practice taking on different roles in a structured debate (speaker, chair, audience).",
            "cn": "学生将练习在结构化辩论中扮演不同角色(发言人、主席、观众)。"
        },
        {
            "en": "Students will prepare and deliver arguments for both sides of a motion.",
            "cn": "学生将准备并就某一动议的正反两方进行论证。"
        }
    ],
    "timeline_activities": [
        {
            "time": "0:00 - 3:00",
            "title_en": "Student Check-in and Catch-up",
            "title_cn": "学生问候和近况分享",
            "description_en": "Teacher checks in with Anne (who is sick) and George regarding their day; Mumu has connection issues.",
            "description_cn": "教师与安妮(生病)和乔治了解近况;姆姆出现连接问题。"
        },
        {
            "time": "3:00 - 10:00",
            "title_en": "Reviewing Debate Structure and Opinion Starters",
            "title_cn": "回顾辩论结构和观点引导句",
            "description_en": "Review of debate roles (chair, speakers, voting) and introduction\/practice of opinion phrases (In my opinion, From my point of view, As far as I'm concerned, Personally).",
            "description_cn": "回顾辩论角色(主席、发言人、投票)并介绍\/练习观点表达短语(In my opinion, From my point of view, As far as I'm concerned, Personally)。"
        },
        {
            "time": "10:00 - 15:00",
            "title_en": "Debate Topic Introduction and Role Assignment",
            "title_cn": "引入辩论主题和角色分配",
            "description_en": "Debate topic: 'Should kids only eat sweets at the weekends or special occasions?'. Roles are assigned and students are informed they will speak for both sides (Agree\/Disagree).",
            "description_cn": "辩论主题:“孩子们应该只在周末或特殊场合吃糖果吗?”。分配角色,并告知学生将就正反两方发言。"
        },
        {
            "time": "15:00 - 17:00",
            "title_en": "Supporting Evidence Video",
            "title_cn": "支持性证据视频",
            "description_en": "Short video explaining the impact of sugar on the body (dopamine, leptin resistance, health risks).",
            "description_cn": "简短视频解释糖分对身体的影响(多巴胺、瘦素抵抗、健康风险)。"
        },
        {
            "time": "17:00 - 23:00",
            "title_en": "Debate Preparation Time",
            "title_cn": "辩论准备时间",
            "description_en": "Students prepare arguments for their first assigned side. Teacher provides specific script guidance for the role of 'Chair'.",
            "description_cn": "学生准备第一轮分配到的立场论点。教师为“主席”角色提供具体的台词指导。"
        },
        {
            "time": "23:00 - 41:00",
            "title_en": "Structured Debate Rounds (Rounds 1, 2, 3)",
            "title_cn": "结构化辩论轮次 (第1, 2, 3轮)",
            "description_en": "Three full rounds of debate simulation, rotating roles (Speaker A\/B, Chair, Audience\/Voters). The topic remains consistent.",
            "description_cn": "进行三轮完整的辩论模拟,轮换角色(发言人A\/B、主席、观众\/投票者)。辩论主题保持不变。"
        },
        {
            "time": "41:00 - End",
            "title_en": "Post-Debate Feedback and Grammatical Review",
            "title_cn": "辩论后反馈和语法回顾",
            "description_en": "Teacher provides detailed positive feedback on chairing and debating performance, followed by a quick review of subject-verb order for sentence construction.",
            "description_cn": "教师对主持和辩论表现提供详细的正面反馈,随后快速回顾了句子结构中的主语-动词顺序。"
        }
    ],
    "vocabulary_en": "Cough, body warmer, goal scorer, defender, colorful, debate, motion, opening address, speaker, agree, disagree, floor, summary, opinion, evidence, sucrose, fructose, glucose, dopamine, leptin, leptin resistance, obesity, collagen, elasticin, arthritis, concentration, hyper, restrict, affirmative, negative",
    "vocabulary_cn": "咳嗽, 保暖背心, 进球者, 后卫, 多彩的, 辩论, 动议, 开场致辞, 发言人, 同意, 反对, 场上, 总结, 观点, 证据, 蔗糖, 果糖, 葡萄糖, 多巴胺, 瘦素, 瘦素抵抗, 肥胖, 胶原蛋白, 弹性蛋白, 关节炎, 注意力, 兴奋过度, 限制, 正方, 反方",
    "concepts_en": "Debate Structure (Roles and Flow), Expressing Formal Opinions, Supporting Arguments with Evidence, Understanding Sugar's Physiological Effects, Subject-Verb Agreement in Sentence Construction.",
    "concepts_cn": "辩论结构(角色和流程)、表达正式观点、用证据支持论点、理解糖分的生理影响、句子结构中的主谓一致。",
    "skills_practiced_en": "Structured argumentation, spontaneous rebuttal, formal language use, turn-taking in discussion, active listening (for questioning and voting), chairing\/time management.",
    "skills_practiced_cn": "结构化论证、即兴反驳、正式语言运用、讨论中的轮流发言、积极倾听(用于提问和投票)、主持\/时间管理。",
    "teaching_resources": [
        {
            "en": "Video on the health impact of sugar (Dr. Binox)",
            "cn": "关于糖分健康影响的视频(Dr. Binox)"
        },
        {
            "en": "Pre-written script\/guidelines for the Chair role.",
            "cn": "为主席角色准备的预写剧本\/指南。"
        }
    ],
    "participation_assessment": [
        {
            "en": "All four students (Anne, George, Mumu, Jerry) participated actively by taking turns in all roles: speaker (Agree\/Disagree), chair, and audience.",
            "cn": "所有四名学生(安妮、乔治、姆姆、杰瑞)通过轮流扮演所有角色(发言人(正\/反)、主席、观众)积极参与了活动。"
        },
        {
            "en": "Mumu initially had technical issues but quickly re-engaged when connected.",
            "cn": "姆姆最初有技术问题,但连接后很快重新投入。"
        }
    ],
    "comprehension_assessment": [
        {
            "en": "Students grasped the rotating role system well, adapting to new positions quickly after initial confusion.",
            "cn": "学生们很好地理解了轮换角色制度,在最初的困惑后能迅速适应新职位。"
        },
        {
            "en": "Students used the provided sentence starters correctly when expressing opinions.",
            "cn": "学生在表达观点时正确使用了提供的句子引导词。"
        }
    ],
    "oral_assessment": [
        {
            "en": "Speakers demonstrated an ability to construct simple arguments relevant to the motion.",
            "cn": "发言人展示了构建与动议相关的简单论点的能力。"
        },
        {
            "en": "Chairing was executed with increasing confidence, especially George and Jerry's ability to manage voting and time.",
            "cn": "主持的信心逐渐增强,特别是乔治和杰瑞在管理投票和时间方面表现出色。"
        }
    ],
    "written_assessment_en": "N\/A (Focus was purely oral\/performance-based)",
    "written_assessment_cn": "不适用(重点完全是口头\/表演性的)",
    "student_strengths": [
        {
            "en": "George provided strong counter-arguments during his 'Disagree' speaking turn and demonstrated excellent Chairing skills in Round 1.",
            "cn": "乔治在“反方”发言中提供了强有力的反驳论点,并在第一轮展示了出色的主持技巧。"
        },
        {
            "en": "Mumu showed strong control and clarity while chairing in Round 2, keeping the discussion on track.",
            "cn": "姆姆在第二轮主持时表现出很强的控制力和清晰度,使讨论保持在正轨上。"
        },
        {
            "en": "Anne delivered clear, structured arguments for both sides of the debate.",
            "cn": "安妮就辩论的正反两方都提供了清晰、有条理的论点。"
        },
        {
            "en": "Jerry actively led discussions during audience Q&A and provided a solid Agree argument in the final round.",
            "cn": "杰瑞在观众问答环节积极引导讨论,并在最后一轮提供了坚实的“同意”论点。"
        }
    ],
    "improvement_areas": [
        {
            "en": "Some students occasionally reverted to subject-verb inversion ('if they eat too much Candy, your teacher will call your parents' instead of 'if they eat too much candy, the teacher will call their parents').",
            "cn": "一些学生偶尔会不自觉地进行主语-动词倒置(如'if they eat too much Candy, your teacher will call your parents')。"
        },
        {
            "en": "Speakers need to elaborate more on supporting evidence rather than just stating opinions.",
            "cn": "发言人需要更多地阐述支持性证据,而不仅仅是陈述观点。"
        },
        {
            "en": "Need to practice using supporting evidence examples within the time limits consistently.",
            "cn": "需要练习在规定时间内持续使用支持性证据的例子。"
        }
    ],
    "teaching_effectiveness": [
        {
            "en": "The activity of rotating roles ensured high engagement and provided comprehensive practice in all aspects of a formal debate.",
            "cn": "轮换角色的活动确保了高参与度,并为正式辩论的各个方面提供了全面的练习。"
        },
        {
            "en": "The immediate introduction of sentence starters helped students formulate complex thoughts quickly.",
            "cn": "立即引入句子引导词帮助学生快速构建复杂的想法。"
        }
    ],
    "pace_management": [
        {
            "en": "The pace was fast due to the required role rotation, which was managed effectively by the teacher and student chairs.",
            "cn": "由于需要轮换角色,课程节奏较快,但这被教师和学生主席有效地管理了。"
        },
        {
            "en": "Time limits (1 minute 30 seconds per side) were strictly enforced by the chairs, which is crucial for debate practice.",
            "cn": "主席严格执行了时间限制(每方1分30秒),这对辩论练习至关重要。"
        }
    ],
    "classroom_atmosphere_en": "The atmosphere was highly engaged, focused, and enthusiastic, especially during the role-playing sections. There was a positive and supportive environment for taking risks.",
    "classroom_atmosphere_cn": "课堂气氛高度投入、专注且热情高涨,尤其是在角色扮演部分。创造了一个积极和支持性的环境,鼓励学生冒险尝试。",
    "objective_achievement": [
        {
            "en": "Objective 1 (Sentence Starters) was successfully met through guided practice.",
            "cn": "目标1(句子引导词)通过指导性练习成功达成。"
        },
        {
            "en": "Objective 2 (Role Practice) was fully achieved through multiple rounds of rotation.",
            "cn": "目标2(角色练习)通过多轮轮换得以全面实现。"
        },
        {
            "en": "Objective 3 (Arguing Both Sides) was met, although evidence depth varied.",
            "cn": "目标3(正反方论证)得以达成,尽管证据的深度有所不同。"
        }
    ],
    "teaching_strengths": {
        "identified_strengths": [
            {
                "en": "Excellent real-time adaptation of roles when Mumu temporarily dropped out.",
                "cn": "在姆姆暂时掉线时,对角色进行了出色的实时调整。"
            },
            {
                "en": "Clear instruction on the formal structure required for debating.",
                "cn": "对辩论所需的正式结构进行了清晰的指导。"
            }
        ],
        "effective_methods": [
            {
                "en": "Systematic role rotation ensures every student experiences every required function (speaker\/chair\/audience).",
                "cn": "系统性的角色轮换确保每位学生都体验到所有必需的功能(发言人\/主席\/观众)。"
            },
            {
                "en": "Using a relevant, high-interest topic (sweets\/health) to ground the abstract debate practice.",
                "cn": "使用相关的高兴趣话题(糖果\/健康)来为抽象的辩论练习提供基础。"
            }
        ],
        "positive_feedback": [
            {
                "en": "Specific praise given to George and Mumu for their chairing performance, noting clarity and time management.",
                "cn": "对乔治和姆姆的主持表现给予了具体的表扬,指出了清晰度和时间管理能力。"
            },
            {
                "en": "The teacher summarized complex rules (like drawing a vote) simply for the chairs.",
                "cn": "老师简单地向主席总结了复杂的规则(如宣布平局)。"
            }
        ]
    },
    "specific_suggestions": [
        {
            "icon": "fas fa-volume-up",
            "category_en": "Pronunciation & Reading",
            "category_cn": "发音与阅读",
            "suggestions": [
                {
                    "en": "Continue practicing subject-verb agreement in complex clauses, focusing on ensuring the subject precedes the verb in standard statements (e.g., 'They will get sick' not 'will get sick they').",
                    "cn": "继续练习复杂从句中的主谓一致,重点是确保在标准陈述中主语位于动词之前(例如,'They will get sick'而不是'will get sick they')。"
                }
            ]
        },
        {
            "icon": "fas fa-comments",
            "category_en": "Speaking & Communication",
            "category_cn": "口语与交流",
            "suggestions": [
                {
                    "en": "When arguing, aim to link opinions directly to prepared evidence or examples to strengthen persuasive power, rather than relying solely on opinion statements.",
                    "cn": "论证时,力求将观点与准备好的证据或例子直接联系起来,以增强说服力,而不是仅仅依赖观点陈述。"
                },
                {
                    "en": "Chairs should practice using explicit signposting language (e.g., 'I now open the floor to questions from the audience') to maintain smooth transitions.",
                    "cn": "主席应练习使用明确的指示性语言(例如,“我现在开放提问环节,请观众提问”)以保持流畅的过渡。"
                }
            ]
        },
        {
            "icon": "fas fa-clipboard-list",
            "category_en": "Debate Mechanics",
            "category_cn": "辩论机制",
            "suggestions": [
                {
                    "en": "Speakers should practice condensing their two arguments (Agree\/Disagree) into the required 1.5-minute slot efficiently.",
                    "cn": "发言者应练习高效地将他们的两个论点(同意\/不同意)浓缩到要求的1.5分钟时限内。"
                }
            ]
        }
    ],
    "next_focus": [
        {
            "en": "Reinforcing the structure of rebuttal: directly addressing the opponent's previous point before introducing new evidence.",
            "cn": "强化驳论结构:在引入新证据之前,直接回应对手的先前论点。"
        },
        {
            "en": "Developing stronger supporting evidence (facts, statistics, specific scenarios) for abstract topics.",
            "cn": "为抽象主题开发更强有力的支持性证据(事实、统计数据、具体情景)。"
        }
    ],
    "homework_resources": [
        {
            "en": "Review the debate topic and prepare two solid pieces of evidence for both the 'Agree' and 'Disagree' sides for next week.",
            "cn": "复习本次辩论主题,并为下周的“同意”和“不同意”双方准备两个可靠的证据。"
        },
        {
            "en": "Practice constructing 3-4 sentences using the sentence starters learned today, ensuring correct subject-verb order.",
            "cn": "练习使用今天学到的句子引导词构建3-4个句子,确保正确的主谓语序。"
        }
    ]
}
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