Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: Isabella's English Lesson 课程名称： Isabella 英语课

Topic: Building an Effective Proposition Case in Debate (Now, Then, Action) 主题： 构建有效的辩论己方案例（现在、未来、行动）

Date: 11/18 日期： 11月18日

Student: Isabella 学生： Isabella

Teaching Focus 教学重点

Introducing the core structure for building a proposition case in debate: Now, Then, Action, and applying it to sample motions.

介绍辩论中构建己方案例的核心结构：现在、未来、行动，并将其应用于示例动议。

Teaching Objectives 教学目标

Student can define the proposition team (affirmative/agreeing team). 学生能够定义己方（正方/同意方）团队。
Student can recall and explain the 'Now, Then, Action' framework for case building. 学生能够回忆并解释案例构建的“现在、未来、行动”框架。
Student can apply the framework to analyze and discuss sample debate motions. 学生能够应用该框架来分析和讨论示例辩论动议。

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

Review & Introduction to Proposition Team: Review of teamwork roles; introduction to the Proposition (Affirmative/Agreeing) team definition.

复习与己方团队介绍： 复习团队合作角色；介绍己方（正方/同意方）团队的定义。

Introducing the 'Now, Then, Action' Framework: Detailed explanation of the Now (current situation), Then (desired future state), and Action (the mechanism for change) structure.

介绍“现在、未来、行动”框架： 详细解释现在（当前情况）、未来（期望的未来状态）和行动（变革的机制）的结构。

Case Analysis Practice: Community Service Motion: Applying the framework to analyze the motion: 'Government should make it compulsory for all 18 year olds to do a year of community service.' Teacher prompts student on 'Now,' 'Then,' and potential 'Action' critiques.

案例分析练习：社区服务动议： 应用该框架分析动议：“政府应强制所有18岁青年进行一年社区服务。” 老师引导学生分析“现在”、“未来”和潜在的“行动”的批评。

Video Analysis & Brainstorming: Education Inequality: Viewing a video on education inequality; student participates in a Pros/Cons brainstorm for the motion: 'Everyone deserves the same education.'

视频分析与头脑风暴：教育不平等： 观看关于教育不平等的视频；学生参与“人人都应享有同等教育”的利弊头脑风暴。

Conclusion and Next Lesson Preview: Final summary, positive feedback, and preview of the next motion: 'Kids should be punished for bad grades.'

总结与下节课预告： 最终总结，正面反馈，并预告下一动议：“应因差成绩惩罚孩子”。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Proposition, motion, affirmative, agreed team, compulsory, community service, open-minded, formative age, equipped, transferable skills, understaffed, meritocracy, holistic, rote learning, autonomy.

词汇：
己方（正方），动议，同意方，赞成方，强制的，社区服务，思想开放的，形成期的，具备的，可转移的技能，人手不足，精英管理，整体的，死记硬背的学习，自主性。

Concepts:
Proposition Case Building Structure (Now, Then, Action); Definition of 'Understaffed'; Critiquing Compulsory Service based on socio-economic background; Distinction between 'Same Education' and 'Same Level of Education'.

概念：
己方案例构建结构（现在、未来、行动）；“人手不足”的定义；基于社会经济背景批评强制服务；“相同教育”与“相同教育水平”的区别。

Skills Practiced:
Defining key debate terminology, structured argumentation development, listening comprehension of complex socio-political topics (from video), collaborative brainstorming.

练习技能：
定义关键辩论术语，结构化论证发展，复杂社会政治主题的听力理解（来自视频），协作头脑风暴。

Teaching Resources and Materials 教学资源与材料

Text box/Screen display explaining 'Now, Then, Action'. 解释“现在、未来、行动”的文本框/屏幕展示。
Video discussing global education inequality (Malcolm X quote context). 讨论全球教育不平等的视频（马尔科姆·X引言背景）。

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

Participation and Activeness 参与度和积极性

Student showed high engagement, actively participating in defining terms and answering direct questions. 学生表现出高度参与，积极参与定义术语和回答直接问题。
Very good engagement during the brainstorming session, offering several valid points. 头脑风暴环节参与度很高，提出了几个有效的观点。

Language Comprehension and Mastery 语言理解和掌握

Understood the definition of the proposition team and the core 'Now, Then, Action' structure after initial explanation. 在初步解释后，理解了己方团队的定义和核心的“现在、未来、行动”结构。
Successfully defined 'understaffed' by breaking down the word components. 通过分解词语成分成功定义了“人手不足”。

Language Output Ability 语言输出能力

Oral: 口语：

Speaking was generally clear, though occasionally needed prompting to elaborate further. 口语总体清晰，但偶尔需要提示才能进一步阐述。
Showed good capacity for summarizing concepts learned from the video and lecture. 表现出很好的能力来总结从视频和讲座中学到的概念。

Written: 书面：

N/A (Not a writing-focused lesson, task was handwritten brainstorming).

不适用（本节课不侧重书写，任务是手写头脑风暴）。

Student's Strengths 学生的优势

Strong ability to decode and understand new academic vocabulary (e.g., 'understaffed' by morpheme analysis). 很强的解码和理解新的学术词汇的能力（例如，通过词素分析理解“人手不足”）。
Effective contributor during brainstorming, linking concepts clearly to the motion pros/cons. 头脑风暴中的有效贡献者，能清晰地将概念与动议的利弊联系起来。

Areas for Improvement 需要改进的方面

Needs practice in articulating complex arguments related to policy critique (e.g., the economic impact of compulsory service). 需要练习阐述与政策批判相关的复杂论点（例如，强制服务对经济的影响）。
When discussing the 'Then' state, needs to ensure the argument directly addresses why the future is 'better' and not just a description of the future. 在讨论“未来”状态时，需要确保论点直接说明未来为何“更好”，而不仅仅是对未来的描述。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The 'Now, Then, Action' model was effectively delivered and reinforced through immediate application to a complex motion. 通过立即应用于一个复杂的动议，有效地传达和强化了“现在、未来、行动”模型。
Using the video provided excellent context for the abstract debate topic of 'equality'. 使用视频为“平等”这一抽象的辩论主题提供了极佳的背景信息。

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

The pace was appropriate, allowing sufficient time for explanation, student feedback, and the 15-minute brainstorming activity. 节奏适中，为解释、学生反馈和15分钟的头脑风暴活动留出了充足的时间。
Teacher managed transitions smoothly between concept introduction and practical application. 老师在概念介绍和实际应用之间实现了平稳过渡。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, engaging, and intellectually stimulating, encouraging critical thinking through discussion and brainstorming.

积极、引人入胜且具有智力刺激性，通过讨论和头脑风暴鼓励批判性思维。

Achievement of Teaching Objectives 教学目标的达成

All objectives were largely met. The student successfully engaged with the new framework and applied it actively. 所有目标基本达成。学生成功地接触了新框架并积极应用了它。

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, scaffolded introduction of complex debate theory (NTA framework). 对复杂的辩论理论（NTA框架）介绍清晰、分层搭建。
Effective integration of multimedia (video) to ground theoretical learning in real-world context. 有效整合多媒体（视频），将理论学习植根于现实世界背景。

Effective Methods: 有效方法：

Word decomposition technique to teach vocabulary ('understaffed'). 用于教授词汇的词语分解技巧（“understaffed”）。
Immediate application of the case-building model to a new motion. 立即将案例构建模型应用于一个新的动议。

Positive Feedback: 正面反馈：

Teacher explicitly praised Isabella's engagement and brainstorming contributions at the end. 老师在最后明确表扬了Isabella的参与度和头脑风暴的贡献。

Next Teaching Focus 下一步教学重点

Applying the 'Now, Then, Action' framework to analyze a full debate motion from the perspective of both Proposition and Opposition. 将“现在、未来、行动”框架应用于从己方和反方两个角度分析一个完整的辩论动议。
Analyzing the strengths and weaknesses of the next motion: 'Kids should be punished for bad grades.' 分析下一动议的优缺点：“应因差成绩惩罚孩子”。

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

Speaking & Communication: 口语与交流：

When discussing policy implications, try to use more transition words like 'consequently,' 'moreover,' or 'however' to link your ideas smoothly. 在讨论政策影响时，尝试使用更多过渡词，如“因此”、“此外”或“然而”，以使您的想法更流畅地联系起来。

Debate Structure & Logic: 辩论结构与逻辑：

Practice articulating the 'Action' component more clearly—it must explicitly state *what* change you are making to bridge 'Now' and 'Then'. 练习更清晰地阐述“行动”部分——它必须明确说明您正在进行*什么*改变来连接“现在”和“未来”。

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

Review notes on Proposition team definitions and the NTA structure. 复习关于己方团队定义和NTA结构的笔记。
Think about potential 'Now' and 'Then' points for the next motion: 'Kids should be punished for bad grades.' 为下一个动议：“应因差成绩惩罚孩子”思考潜在的“现在”和“未来”论点。