Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: UIE LS05DBA York 课程名称： UIE LS05DBA 约克

Topic: Introduction to Debating and First Speaker Role 主题： 辩论介绍与第一发言者角色

Date: November 14th 日期： 11月14日

Student: York 学生： York

Teaching Focus 教学重点

Introducing the structure of a debate, the role of the first speaker, and practicing basic debating phrases and signposting.

介绍辩论结构、第一发言者的角色，并练习基本的辩论短语和指示语。

Teaching Objectives 教学目标

Understand the basic structure of a debate (affirmative vs. negative, problem, plan, points). 理解辩论的基本结构（正方与反方、问题、计划、论点）。
Identify the key responsibilities of the first speaker. 识别第一发言者的关键职责。
Practice using signposting language (e.g., firstly, secondly, in conclusion). 练习使用指示语（例如：首先、其次、总之）。
Engage in a simple debate on a given topic. 就给定主题进行简单的辩论。

2. Course Content Overview 2. 课程内容概览

Main Teaching Activities and Time Allocation 主要教学活动和时间分配

Warm-up and Introduction: Greeting the student, checking in, and introducing the topic of debating.

热身与介绍： 问候学生，检查学生状态，并介绍辩论主题。

Explaining Debating Concepts: Teacher explains what debating is, the roles of affirmative and negative teams, and the structure of a speech (problem, plan, points).

讲解辩论概念： 教师讲解什么是辩论，正反双方的角色，以及发言结构（问题、计划、论点）。

Practicing First Speaker Role and Signposting: Teacher models how to structure a first speaker's argument using examples (e.g., plastic bags, school uniforms). Introduction to signposting phrases.

练习第一发言者角色与指示语： 教师通过举例（例如：塑料袋、校服）示范如何构建第一发言者的论点。介绍指示语短语。

Mini-Debate Practice: Students participate in a short debate on the topic 'Children should choose what they want to learn in school', practicing their speaking and rebuttal skills.

迷你辩论练习： 学生就“孩子们应该选择他们想学什么”这一主题进行简短辩论，练习口语和反驳技巧。

Feedback and Wrap-up: Teacher provides feedback on student performance, highlights strengths, suggests areas for improvement, and outlines the next lesson's topic.

反馈与总结： 教师对学生的表现进行反馈，强调优点，提出改进建议，并概述下一课的主题。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Debate, affirmative, negative, topic, motion, argument, point, reason, problem, plan, rebuttle, signposting, firstly, secondly, thirdly, in conclusion, chairperson, judges, opponents, introduce, disagree, agree, motivation, responsibility, independence, consequence, curriculum, accessible, disruptive, satisfy, critical thinking, understanding, formative, informative, research, speakers, opponent, valuable, connected, impact, inventive.

词汇：
辩论、正方、反方、主题、动议、论点、观点、理由、问题、计划、反驳、指示语、首先、其次、再次、总之、主席、评委、对手、介绍、不同意、同意、动力、责任、独立、后果、课程、易于理解的、捣乱的、满意、批判性思维、理解、形成性的、信息性的、研究、发言者、对手、有价值的、相关的、影响、有创造力的。

Concepts:
Debate structure (problem, plan, points), role of the first speaker, signposting, affirmative vs. negative stance, rebuttal.

概念：
辩论结构（问题、计划、论点）、第一发言者的角色、指示语、正反方立场、反驳。

Skills Practiced:
Active listening, critical thinking, structuring arguments, public speaking, formulating counter-arguments, using transition words.

练习技能：
积极倾听、批判性思维、构建论点、公开演讲、构建反驳论点、使用过渡词。

Teaching Resources and Materials 教学资源与材料

Whiteboard/Online board for notes and examples. 白板/在线板用于记录笔记和举例。
Prepared debate topics. 准备好的辩论主题。
List of useful debating phrases and signposting language. 有用的辩论短语和指示语列表。

3. Student Performance Assessment (York) 3. 学生表现评估 (York)

Participation and Activeness 参与度和积极性

York actively participated in discussions and the mini-debate. 约克积极参与了讨论和迷你辩论。
Showed willingness to contribute ideas and respond to prompts. 展现出贡献想法和回应提示的意愿。

Language Comprehension and Mastery 语言理解和掌握

Demonstrated understanding of the basic debate structure and the first speaker's role. 展示了对基本辩论结构和第一发言者角色的理解。
Successfully applied signposting in his speech. 在他的发言中成功运用了指示语。
Understood the concept of rebuttal. 理解了反驳的概念。

Language Output Ability 语言输出能力

Oral: 口语：

Spoke for the full two minutes during his debate, indicating good stamina. 在辩论中完整地讲满了两分钟，表明有良好的耐力。
Attempted to structure his arguments logically. 尝试有逻辑地构建论点。
Attempted to use concluding phrases. 尝试使用了结束语。

Written: 书面：

N/A (focus on oral skills)

不适用（侧重口语技能）

Student's Strengths 学生的优势

Willingness to participate in his first debate. 愿意参加他的第一次辩论。
Good use of signposting during the debate. 在辩论中很好地运用了指示语。
Successfully spoke for the entire duration of his turn. 成功地完成了他发言的全部时间。
Understood the basic concept of arguments and counter-arguments. 理解了论点和反驳论点的基本概念。

Areas for Improvement 需要改进的方面

Developing more complex arguments and supporting them with evidence or examples. 发展更复杂的论点，并用证据或例子支持它们。
Improving clarity and fluency in spoken English. 提高英语口语的清晰度和流畅度。
Strengthening rebuttal skills by directly addressing opponents' points. 通过直接回应对手的观点来加强反驳技巧。
Ensuring the opening address to the chairperson and opponents is consistently used. 确保一致使用对主席和对手的开场致辞。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher effectively explained complex concepts in a clear and engaging manner. 教师以清晰且引人入胜的方式有效地解释了复杂的概念。
The mini-debate provided a valuable practical application of the learned material. 迷你辩论提供了所学材料的宝贵实践应用。
Positive reinforcement and specific feedback were given to all students. 对所有学生都给予了积极的鼓励和具体的反馈。

Teaching Pace and Time Management 教学节奏和时间管理

The lesson pace was well-managed, allowing sufficient time for explanation and practice. 课程节奏管理得当，为讲解和练习留出了充足的时间。
Transition between activities was smooth. 活动之间的过渡是顺畅的。

Classroom Interaction and Atmosphere 课堂互动和氛围

Supportive and encouraging, with a focus on active participation and learning.

支持性和鼓励性的，侧重于积极参与和学习。

Achievement of Teaching Objectives 教学目标的达成

Most teaching objectives were met, particularly regarding the introduction to debating and the first speaker's role. 大部分教学目标已达成，特别是关于辩论介绍和第一发言者角色的目标。
The practical debate allowed students to apply what they learned, though further practice is needed for full mastery. 实践辩论让学生应用了所学知识，但完全掌握还需要进一步练习。

5. Subsequent Teaching Suggestions 5. 后续教学建议

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Clear explanation of debating structure and roles. 对辩论结构和角色的清晰解释。
Effective use of examples to illustrate concepts. 有效使用示例来说明概念。
Encouraging and supportive environment for a first-time debater. 为第一次辩论者创造了鼓励和支持性的环境。
Providing specific and constructive feedback. 提供具体和建设性的反馈。

Effective Methods: 有效方法：

Modeling of speech structure and signposting. 对发言结构和指示语进行示范。
Interactive Q&A during explanations. 讲解过程中的互动问答。
Practical application through a mini-debate. 通过迷你辩论进行实践应用。

Positive Feedback: 正面反馈：

Teacher praised York's participation, use of signposting, and ability to speak for the full duration. 老师表扬了约克的参与度、指示语的使用以及全程发言的能力。
The teacher acknowledged the difficulty of a first debate and congratulated York. 老师肯定了第一次辩论的难度，并祝贺了约克。

Next Teaching Focus 下一步教学重点

Continue developing debating skills, focusing on constructing stronger arguments and rebuttals. 继续发展辩论技巧，重点关注构建更有力的论点和反驳。
Practice the role of the second speaker and delivering rebuttals. 练习第二发言者的角色并进行反驳。

Specific Suggestions for Student's Needs 针对学生需求的具体建议

Pronunciation & Reading: 发音与阅读：

Continue practicing reading aloud to improve fluency and pronunciation. 继续大声朗读以提高流利度和发音。
Focus on clear enunciation of key debate vocabulary. 专注于清晰地发音关键辩论词汇。

Speaking & Communication: 口语与交流：

Practice constructing more detailed arguments with supporting evidence or examples. 练习构建更详细的论点，并提供支持性证据或例子。
Work on smoother transitions between points and developing stronger rebuttal techniques. 努力在观点之间实现更流畅的过渡，并发展更强的反驳技巧。
Consistently use the formal opening address in all future debates. 在所有未来的辩论中，始终使用正式的开场致辞。

Vocabulary & Concepts: 词汇与概念：

Review the list of debating vocabulary and actively use new words in practice. 复习辩论词汇列表，并在练习中积极使用新词。
Deepen understanding of concepts like 'evidence', 'impact', and 'consequence'. 加深对‘证据’、‘影响’和‘后果’等概念的理解。

Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业

Research the topic 'Children should get paid after they do housework' from both affirmative and negative perspectives. 研究‘孩子们应该在做家务后获得报酬’这一主题的正反两方面观点。
Watch examples of simple debates online to observe signposting and rebuttal techniques. 观看在线简单的辩论示例，以观察指示语和反驳技巧。