Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: VJ DB B G2 课程名称： VJ DB B G2

Topic: Debating Practice: Ban Dangerous Sports / Children and Tattoos 主题： 辩论练习：禁止危险运动 / 儿童纹身

Date: November 17th (Implied by title '1117') 日期： 11月17日 (由标题 '1117' 推断)

Student: Jasper and Scarlett 学生： Jasper and Scarlett

Teaching Focus 教学重点

Practicing short prep and long prep debate formats, focusing on argument structure, clarity, and conciseness.

练习短准备和长准备辩论形式，重点关注论点结构、清晰度和简洁性。

Teaching Objectives 教学目标

Understand the difference between short prep and long prep debates. 理解短准备和长准备辩论的区别。
Practice constructing and delivering arguments in a debate setting. 在辩论环境中练习构建和陈述论点。
Improve clarity and structure in presenting arguments. 提高论点陈述的清晰度和结构。
Develop skills in engaging with opposing arguments. 培养应对反方论点的能力。

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

Welcome and Warm-up: Teacher greets Jasper, checks on his day, and waits for Scarlett to join.

欢迎与热身： 老师问候Jasper，询问他今天的活动，并等待Scarlett加入。

Introduction to Debate Formats: Teacher explains the difference between short prep (no external resources) and long prep (can use resources) debates.

辩论形式介绍： 老师解释短准备（禁止外部资源）和长准备（允许使用资源）辩论的区别。

Short Prep Debate 1: Ban Dangerous Sports: Students choose sides (Jasper: Opposition, Scarlett: Proposition) and prepare arguments. Scarlett presents first, followed by Jasper.

短准备辩论1：禁止危险运动： 学生选择立场（Jasper：反方，Scarlett：正方）并准备论点。Scarlett先发言，然后是Jasper。

Long Prep Debate 2: Children Should Be Allowed to Get a Tattoo: Students choose sides (Scarlett: Proposition, Jasper: Opposition - though sides may have switched during delivery) and prepare arguments. Feedback provided on structure and length.

长准备辩论2：允许儿童纹身： 学生选择立场（Scarlett：正方，Jasper：反方 - 尽管发言时立场可能有所切换）并准备论点。对结构和时长提供反馈。

Class Wrap-up: Teacher summarizes the differing focus areas for Jasper (developing arguments) and Scarlett (conciseness).

课程总结： 老师总结Jasper（发展论点）和Scarlett（简洁性）的不同重点。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Proposition, Opposition, Motion, Debate, Dangerous Sports, Ban, Injuries, Health Hazard, Permanent, Structure, Arguments, Rhetorical Question, Repetition, Emotive Language, Concise, Elaborate, Detailing, Tattoo, Freedom, Choice, Regret, Permanent, Skin, Needles, Ink.

词汇：
正方, 反方, 动议, 辩论, 危险运动, 禁止, 伤害, 健康危害, 永久的, 结构, 论点, 反问句, 重复, 情感语言, 简洁的, 详尽的, 纹身, 自由, 选择, 后悔, 永久的, 皮肤, 针头, 墨水。

Concepts:
Debate structure (Introduction, arguments, conclusion), Preparation strategies (short prep vs. long prep), Persuasive language techniques, Argument development, Side-taking in debates (Proposition vs. Opposition).

概念：
辩论结构（开场白、论点、结论）、准备策略（短准备 vs. 长准备）、说服性语言技巧、论点发展、辩论中的立场（正方 vs. 反方）。

Skills Practiced:
Constructing arguments, Public speaking, Active listening, Critical thinking, Time management during preparation, Adapting to different debate formats.

练习技能：
构建论点、公开演讲、积极倾听、批判性思维、准备过程中的时间管理、适应不同辩论形式。

Teaching Resources and Materials 教学资源与材料

Whiteboard/Screen for displaying motions and timers. 用于显示动议和计时器的白板/屏幕。
Online communication platform with chat function for instructions and side assignments. 具有聊天功能的在线交流平台，用于发布指令和分配立场。
Timer for preparation periods. 准备时段的计时器。

3. Student Performance Assessment (Jasper and Scarlett) 3. 学生表现评估 (Jasper and Scarlett)

Participation and Activeness 参与度和积极性

Both students actively participated in the debate activities. 两位学生都积极参与了辩论活动。
Jasper initially seemed hesitant but engaged well once the debates started. Jasper起初似乎有些犹豫，但在辩论开始后参与度很高。
Scarlett demonstrated consistent engagement throughout the lesson. Scarlett在整个课程中表现出持续的参与度。

Language Comprehension and Mastery 语言理解和掌握

Students understood the core differences between short prep and long prep debates. 学生理解了短准备和长准备辩论的核心区别。
They grasped the concept of taking a specific side (proposition/opposition). 他们理解了采取特定立场（正方/反方）的概念。
Some confusion arose regarding side switching, but it was managed by the teacher. 在立场切换方面出现了一些混淆，但老师进行了管理。

Language Output Ability 语言输出能力

Oral: 口语：

Both students delivered speeches within the allocated time. 两位学生都在规定时间内发表了演讲。
Scarlett's delivery was generally clear and well-paced, with good use of concluding summaries. Scarlett的陈述总体清晰且节奏适中，很好地运用了总结。
Jasper's delivery was slightly shorter but showed improvement in structuring arguments ('firstly', 'secondly'). Jasper的陈述稍短，但在论点结构（'首先'，'其次'）方面有所进步。
Both could benefit from more fluent transitions and less reliance on noting rhetorical questions or conclusions explicitly. 两人都可以从更流畅的过渡以及减少对明确说明反问句或结论的依赖中受益。

Written: 书面：

N/A - The lesson focused on oral debate practice.

不适用 - 本课程侧重于口头辩论练习。

Student's Strengths 学生的优势

Scarlett: Good clarity in speech, effective use of summarizing points, improved structure awareness. Scarlett：口语清晰，善于总结要点，结构意识有所提高。
Jasper: Ability to follow instructions, improvement in argument labeling, willingness to engage. Jasper：能够遵循指示，论点标记有所改进，乐于参与。
Both: Ability to adapt to different debate topics and formats. 两人：能够适应不同的辩论主题和形式。

Areas for Improvement 需要改进的方面

Scarlett: Needs to be more concise, avoid explicitly stating 'rhetorical question' or 'conclusion'. Scarlett：需要更简洁，避免明确说明“反问句”或“结论”。
Jasper: Needs to elaborate more on arguments, increase speech length and depth. Jasper：需要更详细地阐述论点，增加演讲时长和深度。
Both: Developing smoother transitions between points, ensuring consistent adherence to assigned roles (proposition/opposition). 两人：在观点之间发展更顺畅的过渡，确保一致遵守分配的角色（正方/反方）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The lesson effectively simulated debate scenarios and provided targeted feedback. 课程有效地模拟了辩论场景并提供了有针对性的反馈。
The teacher skillfully managed preparation times and speech delivery. 老师熟练地管理了准备时间与演讲的交付。
The differentiation in feedback for Scarlett and Jasper based on their needs was appropriate. 根据Scarlett和Jasper的不同需求提供的差异化反馈是恰当的。

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

The teacher managed the class pace well, allocating appropriate time for prep and speaking. 老师很好地管理了课堂节奏，为准备和发言分配了适当的时间。
Timers were used effectively to keep the activities on track. 计时器被有效地用于使活动按计划进行。
Slight delays occurred due to student absence (Scarlett initially) and side-switching confusion, but were handled smoothly. 由于学生缺席（Scarlett初始缺席）和立场切换混淆导致了轻微延迟，但处理得很顺利。

Classroom Interaction and Atmosphere 课堂互动和氛围

The classroom atmosphere was positive and encouraging, with the teacher providing constructive feedback and motivating students.

课堂氛围积极且富有鼓励性，老师提供了建设性的反馈并激励学生。

Achievement of Teaching Objectives 教学目标的达成

Students demonstrated understanding of debate formats and practiced constructing arguments. 学生们展示了对辩论形式的理解并练习了构建论点。
Improvement in structure was evident, especially for Scarlett in the second debate. 结构方面的进步是显而易见的，特别是Scarlett在第二场辩论中。
Further development is needed in argument depth (Jasper) and conciseness (Scarlett) to fully meet objectives. 为了全面实现目标，还需要在论点深度（Jasper）和简洁性（Scarlett）方面进一步发展。

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 debate formats and rules. 清晰地解释了辩论形式和规则。
Effective use of timers for time management. 有效地利用计时器进行时间管理。
Targeted and constructive feedback for each student. 为每个学生提供有针对性且建设性的反馈。
Ability to manage unexpected situations like side switching. 能够处理意料之外的情况，例如立场切换。

Effective Methods: 有效方法：

Explaining differences between short and long prep debates. 解释短准备和长准备辩论之间的区别。
Assigning specific roles (proposition/opposition) and providing clear instructions. 分配特定角色（正方/反方）并提供清晰的指示。
Providing immediate feedback after each speech, highlighting strengths and areas for improvement. 每次发言后立即提供反馈，强调优点和需要改进的方面。
Differentiating instruction and feedback based on individual student needs (Jasper vs. Scarlett). 根据个体学生需求（Jasper vs. Scarlett）进行差异化教学和反馈。

Positive Feedback: 正面反馈：

Teacher praised Scarlett's use of contrast and rhetorical questions. 老师称赞Scarlett运用对比和反问句。
Teacher acknowledged Jasper's effort in following instructions and structuring arguments. 老师肯定了Jasper在遵循指示和构建论点方面的努力。
Teacher encouraged students by highlighting improvements and setting clear expectations for the next debate. 老师通过强调进步并为下一场辩论设定明确的期望来鼓励学生。

Next Teaching Focus 下一步教学重点

Continue practicing debate skills with varied topics. 继续练习不同主题的辩论技巧。
Focus on Jasper developing argument depth and Scarlett improving conciseness and flow. 重点关注Jasper发展论点深度，Scarlett提高简洁性和流畅性。
Introduce longer preparation times for long prep debates to allow for more in-depth research. 为长准备辩论引入更长的准备时间，以进行更深入的研究。
Potentially introduce counter-arguments and rebuttals. 可能引入反驳和辩驳。

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 clear articulation and pacing during speeches. 继续练习演讲过程中的清晰发音和节奏。
Focus on natural intonation rather than explicitly stating speech components like 'rhetorical question'. 专注于自然语调，而不是明确说明“反问句”等演讲组成部分。

Speaking & Communication: 口语与交流：

Jasper: Expand on each argument with more details, examples, and reasoning to reach the target speech duration. Jasper：用更多的细节、例子和推理来扩展每个论点，以达到目标演讲时长。
Scarlett: Practice delivering points more concisely and directly, integrating the conclusion smoothly without explicit announcement. Scarlett：练习更简洁、直接地陈述观点，并在不明确宣布的情况下顺利融入结论。
Both: Work on smoother transitions between arguments to improve the flow of the speech. 两人：努力在论点之间进行更顺畅的过渡，以改善演讲的流畅性。
Both: Ensure clear understanding and adherence to the assigned role (Proposition or Opposition) at the start of each debate. 两人：确保在每场辩论开始时清楚理解并遵守分配的角色（正方或反方）。

Structure & Logic: 结构与逻辑：

Both: Continue using a clear structure (e.g., 'First argument is...', 'Second argument is...') but aim to internalize this rather than announcing it. 两人：继续使用清晰的结构（例如，“第一个论点是...”，“第二个论点是...”），但目标是内化这种结构，而不是宣布它。
Jasper: Focus on developing 2-3 well-supported arguments for each debate. Jasper：专注于为每场辩论发展2-3个有充分支持的论点。

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

Review notes on debate structure and persuasive techniques. 复习关于辩论结构和说服技巧的笔记。
For Jasper: Find articles or videos on a chosen topic and practice expanding arguments from them. 对于Jasper：查找关于选定主题的文章或视频，并练习从中扩展论点。
For Scarlett: Practice summarizing arguments and speeches concisely. 对于Scarlett：练习简洁地总结论点和演讲。
Recommended resource: Watch examples of formal debates (e.g., TED Debates, parliamentary debates) to observe structure and delivery. 推荐资源：观看正式辩论的示例（例如，TED辩论、议会辩论），以观察结构和表达方式。