Bridging British Education Virtual Academy 伦桥国际教育
1v1 English Lesson - Model UN Introduction 1v1 英语课程 - 模型联合国介绍
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Introducing the concept of Model United Nations (MUN), its structure, key roles, and the importance of research for debates.
介绍模拟联合国 (MUN) 的概念、结构、关键角色以及辩论中研究的重要性。
Teaching Objectives 教学目标
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Understand the difference between the United Nations (UN) and Model United Nations (MUN). 理解联合国 (UN) 与模拟联合国 (MUN) 之间的区别。
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Identify and define key roles within an MUN conference (e.g., Delegate, Block, Chair, Page). 识别并定义 MUN 会议中的关键角色（例如，代表、集团、主席、传令员）。
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Outline the basic structure of an MUN conference (Lobby, Debate, Vote). 概述 MUN 会议的基本结构（游说、辩论、投票）。
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Recognize the importance of research and evidence in argumentation. 认识到研究和证据在论证中的重要性。
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
Recap Previous Lesson & Introduction to MUN: Briefly reviewed the previous debate motion ('Movie stars are heroes') and introduced the new topic: Model United Nations (MUN).
回顾上节课内容并介绍 MUN： 简要回顾了上一个辩论动议（“电影明星是英雄”）并介绍了新主题：模拟联合国 (MUN)。
Defining UN vs. MUN and Key Roles: Explained the UN's purpose, defined MUN as a simulation, and detailed roles like Delegates, Blocks, Chairs, and Pages.
定义联合国与 MUN 的区别及关键角色： 解释了联合国的宗旨，将 MUN 定义为模拟，并详细介绍了代表、集团、主席和传令员等角色。
MUN Conference Structure & Terminology: Explained the procedure: Lobby, Debate (including Amendments), and Vote (Democratic System). Student read and defined terms.
MUN 会议结构和术语： 解释了会议流程：游说、辩论（包括修正案）和投票（民主制度）。学生进行了朗读和定义。
Watching Video on Economic Factors & Research Tips: Watched a video explaining factors affecting national wealth (Institutions, Culture, Geography) and discussed MUN research sources.
观看关于经济因素和研究技巧的视频： 观看了解释影响国家财富的因素（制度、文化、地理）的视频，并讨论了 MUN 研究的来源。
Brainstorming for Current Agenda: Student brainstormed pros and cons for the agenda: 'Rich countries must share their wealth with poor and developing countries.'
针对当前议程进行头脑风暴： 学生针对议程“富裕国家必须与贫穷和发展中国家分享财富”进行了利弊头脑风暴。
Reviewing Debate Rules and Next Topic Introduction: Reviewed debate rules (politeness, focusing on facts) and introduced the next lesson's motion.
回顾辩论规则并介绍下节课主题： 回顾了辩论规则（礼貌、关注事实）并介绍了下节课的动议。
Language Knowledge and Skills 语言知识与技能
Model United Nations (MUN), Simulation, Delegate, Block, Chair, Page, Agenda, Resolution, Amendment, Democratic System, Wealthy, Privileged, Negotiate, Lobby, Formal Language, Literacy, Illiteracy, Stagnate, Latitude.
模拟联合国 (MUN), 模拟, 代表, 集团, 主席, 传令员, 议程, 决议, 修正案, 民主制度, 富裕的, 特权的, 谈判, 游说, 正式语言, 识字, 文盲, 停滞不前, 纬度.
The function of the UN; The role-playing nature of MUN; Factors determining national wealth (Institutions, Culture, Geography); Principles of formal debate etiquette.
联合国的职能；MUN 的角色扮演性质；决定国家财富的因素（制度、文化、地理）；正式辩论礼仪原则。
Listening comprehension, vocabulary acquisition (especially MUN-specific terms), reading aloud, summarizing concepts, critical thinking through brainstorming.
听力理解、词汇习得（尤其是 MUN 特有术语）、朗读、通过头脑风暴进行批判性思维和概念总结。
Teaching Resources and Materials 教学资源与材料
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Slides/Visual presentation on MUN roles and structure. 关于 MUN 角色和结构的幻灯片/视觉演示文稿。
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Video detailing the economic factors determining national wealth. 详细说明决定国家财富的经济因素的视频。
3. Student Performance Assessment (Isabella) 3. 学生表现评估 (Isabella)
Participation and Activeness 参与度和积极性
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Student was consistently attentive, responded well to direct questions, and maintained focus throughout complex concept explanations. 学生始终专注，对直接提问反应良好，并在复杂的概念解释过程中保持了专注。
Language Comprehension and Mastery 语言理解和掌握
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Strong understanding demonstrated of the UN vs. MUN difference and the purpose of the roles. Comprehension of abstract economic concepts from the video was good, especially relating geography to poverty. 对联合国与 MUN 的区别以及角色的目的表现出很强的理解。对视频中抽象经济概念的理解良好，特别是将地理与贫困联系起来的部分。
Language Output Ability 语言输出能力
Oral: 口语：
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Student actively participated in defining terms and provided relevant points during the brainstorming session, linking wealth to health effectively. 学生积极参与定义术语，并在头脑风暴环节提供了相关的观点，有效地将财富与健康联系起来。
Written: 书面：
Student was asked to write down definitions for several terms (e.g., Amendment, Pages) during the lesson.
在课程中要求学生写下几个术语的定义（例如，修正案、传令员）。
Student's Strengths 学生的优势
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Excellent ability to make connections between concepts, notably linking a rich country's wealth to better health outcomes. 出色的概念关联能力，尤其将富裕国家的财富与更好的健康结果联系起来。
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Strong effort noted in pronunciation practice and accurate reading of complex text segments. 在发音练习和准确朗读复杂文本片段方面付出了极大的努力。
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Quickly grasped the core difference between the UN and MUN simulation. 快速掌握了联合国与 MUN 模拟的核心区别。
Areas for Improvement 需要改进的方面
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Slight hesitation when recalling specific, less frequently used vocabulary (e.g., amendment, agenda in context). 在回忆特定、不常用词汇时略有犹豫（例如，修正案、特定情境下的议程）。
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Brainstorming required some gentle probing to reach the suggested quantity (2-3 points per column). 头脑风暴环节需要一些温和的引导才能达到建议的数量（每栏2-3点）。
4. Teaching Reflection 4. 教学反思
Effectiveness of Teaching Methods 教学方法的有效性
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The combination of direct instruction, reading aloud, and video content catered well to different learning styles. 直接教学、朗读和视频内容的结合很好地适应了不同的学习风格。
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The teacher successfully used the student's prior knowledge (maths concepts) to explain abstract ideas like 'average' in the context of wealth. 教师成功地利用了学生先前的知识（数学概念）来解释财富背景下如“平均数”等抽象概念。
Teaching Pace and Time Management 教学节奏和时间管理
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The pace was appropriate, slightly slower during the complex MUN role definitions, speeding up during the video segment, and slowing down again for the application task. 节奏适中，在复杂的 MUN 角色定义部分略慢，在视频片段时加快，在应用任务时再次放慢。
Classroom Interaction and Atmosphere 课堂互动和氛围
Positive, supportive, and encouraging. The teacher frequently praised the student's insights and pronunciation efforts.
积极、支持和鼓励。老师经常赞扬学生的见解和发音努力。
Achievement of Teaching Objectives 教学目标的达成
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Objectives regarding definition and structure (UN/MUN, roles, 3-step process) were largely achieved through reading and explanation. 关于定义和结构（联合国/MUN、角色、三步流程）的目标通过朗读和解释基本达成。
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Research importance objective was achieved via video analysis and subsequent brainstorming activity. 研究重要性的目标通过视频分析和随后的头脑风暴活动得以实现。
5. Subsequent Teaching Suggestions 5. 后续教学建议
Teaching Strengths 教学优势
Identified Strengths: 识别的优势：
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Effective use of cross-curricular links (e.g., connecting wealth/poverty to math averages). 有效利用了跨学科联系（例如，将财富/贫困与数学平均数联系起来）。
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Excellent positive reinforcement, especially acknowledging the student's creative thought process (mosquitoes example). 出色的正面强化，特别认可了学生富有创意的思维过程（蚊子例子）。
Effective Methods: 有效方法：
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Breaking down complex MUN terminology into manageable roles and procedures. 将复杂的 MUN 术语分解为可管理的角色和流程。
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Using a video to visually represent abstract concepts like global economic disparity. 使用视频直观地展示全球经济差距等抽象概念。
Positive Feedback: 正面反馈：
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Praise for Isabella's excellent brainstorming connection between wealth and health. 赞扬 Isabella 在财富与健康之间建立的优秀头脑风暴联系。
Next Teaching Focus 下一步教学重点
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Applying the learned MUN structure to the new motion: 'Would you choose to freeze yourself and deliver 100 years later?' 将所学的 MUN 结构应用于新动议：“你愿意选择冷冻自己，并在 100 年后出现吗？”
Specific Suggestions for Student's Needs 针对学生需求的具体建议
Pronunciation & Reading: 发音与阅读：
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Continue focusing on clear articulation for multi-syllable academic words like 'institution' and 'collaboration'. 继续关注对“institution”（制度）和“collaboration”（协作）等多个音节学术词汇的清晰发音。
Speaking & Communication: 口语与交流：
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Practice using formal language markers ('In my opinion,' 'Therefore,' 'I propose') when presenting arguments, mirroring MUN rules. 练习在陈述论点时使用正式语言标记（“在我看来”、“因此”、“我提议”），以模仿 MUN 规则。
Content Mastery: 内容掌握：
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Review the precise function of 'Lobby' vs. 'Negotiation' in the MUN cycle to solidify procedural knowledge. 复习 MUN 周期中“游说”（Lobby）与“谈判”（Negotiation）的精确功能，以巩固程序知识。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
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Review the definitions of all key MUN roles (Delegate, Block, Chair, Page). 复习所有关键 MUN 角色的定义（代表、集团、主席、传令员）。
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Think about initial pros/cons for the next motion (freezing for 100 years). 思考下一个动议（冷冻 100 年）的初步利弊。