Bridging British Education Virtual Academy 伦桥国际教育
UIE LS04DB B Lesson UIE LS04DB B 课程回顾
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Introduction to persuasive devices (examples, expert opinions, logic, evidence, rhetorical questions, emotive language) and conducting a structured debate.
介绍说服性技巧（如举例、专家意见、逻辑、证据、反问、情感用语）并进行结构化辩论。
Teaching Objectives 教学目标
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Students will identify and define various persuasive devices. 学生将能够识别和定义各种说服性技巧。
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Students will apply persuasive techniques in a structured debate setting. 学生将能在结构化的辩论环境中应用说服技巧。
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Students will differentiate between facts and opinions. 学生将能够区分事实和观点。
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
Student Check-in and Greetings: Teacher greets students (Zoe, Claire, Chloe, Renee, George, Mason), welcomes new student Claire, and briefly discusses New Year's activities.
学生问候与寒暄： 教师问候学生，欢迎新同学Claire，并简要讨论了新年活动。
Introduction to Persuasive Language: The topic of persuasive language is introduced. Students brainstorm techniques like examples, expert opinions, evidence, logic, rhetorical questions, and emotive language.
说服性语言介绍： 介绍说服性语言主题。学生头脑风暴了例子、专家意见、证据、逻辑、反问和情感用语等技巧。
Fact vs. Opinion Sorting: Teacher provides statements, and students identify whether they are facts or opinions, reinforcing the need for evidence.
事实与观点辨析练习： 教师提供陈述，学生判断是事实还是观点，强调证据的重要性。
Video Analysis: Traditional vs. Digital Art: Students watch a video detailing the pros and cons of traditional and digital art, preparing for the debate motion.
视频分析：传统艺术对比数字艺术： 学生观看视频，详细了解传统艺术和数字艺术的优缺点，为辩论做准备。
Debate Topic Assignment and Team Grouping: The motion is set: 'Is digital art just as worthy of regard as classical paintings?' Teams are formed (Affirmative: Mason, George; Negative: Chloe, Renee, Zoe). Speaking order and roles are assigned.
辩论主题分配与分组： 确定辩题：“数字艺术是否与古典绘画享有同等的尊重？” 组建队伍并分配发言顺序和角色。
Round 1 Debate Execution and Chairing: Mason and Chloe deliver opening speeches. Zoe chairs the debate, managing time and overseeing the voting process. Renee and George deliver subsequent speeches.
第一轮辩论执行与主席： Mason和Chloe进行开篇陈词。Zoe担任主席，管理时间并监督投票过程。Renee和George进行后续发言。
Verdict and Feedback: The Affirmative team (Mason & George) wins the round based on chair assessment. Teacher provides detailed positive feedback on students' use of persuasive devices (e.g., Renee's rhetorical question, Chloe's examples).
裁决与反馈： 主席团裁定正方获胜。教师对学生使用说服技巧（如Renee的反问，Chloe的举例）提供了详细的正面反馈。
Next Topic Preview: Teacher introduces the challenging moral dilemma for next week: 'If a gallery is on fire, which would you save: a cat or a famous painting?'
课程总结与下节课预告： 教师预告下节课的道德困境辩题：“如果画廊着火，你会救猫还是救名画？”
Language Knowledge and Skills 语言知识与技能
Persuasive devices, debatable, rhetoric, tangible, intermediary, abolish, imperative, condemnation, texture, vulnerability, layers, undo button, instant shareability, flexibility, artistic core, accessibility.
说服性技巧，可辩论的，修辞，有形的，中介，废除，当务之急，谴责，纹理/质地，脆弱性，图层，撤销按钮，即时分享性，灵活性，艺术核心，可及性/易得性。
Facts vs. Opinions, Persuasive Techniques, Debate Structure (Speaking Order, Rebuttal), Artistic Value (Materiality vs. Concept).
事实与观点，说服技巧，辩论结构（发言顺序、反驳），艺术价值（物质性 vs. 观念性）。
Listening for persuasive markers, critical analysis of media, formulating structured arguments, collaborative planning, time management in public speaking, chairing/moderating a debate.
倾听说服性标记，媒体批判性分析，构建结构化论点，团队协作规划，公开演讲中的时间管理，主持/调解辩论。
Teaching Resources and Materials 教学资源与材料
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Video presentation comparing Traditional Art vs. Digital Art. 对比传统艺术与数字艺术的视频演示。
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Slides featuring examples of persuasive language starters and Fact/Opinion exercises. 包含说服性语言开场白示例和事实/观点练习的幻灯片。
3. Student Performance Assessment (Claire) 3. 学生表现评估 (Claire)
Participation and Activeness 参与度和积极性
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High engagement from all students, especially during brainstorming and the debate. New student Claire was actively encouraged and participated well. 所有学生参与度高，尤其是在头脑风暴和辩论中。新同学Claire受到了积极鼓励并参与良好。
Language Comprehension and Mastery 语言理解和掌握
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Students demonstrated good understanding of core persuasive devices (e.g., identifying evidence and expert opinion). They grasped the nuances of the 'Digital vs. Traditional Art' topic. 学生对核心说服技巧（如识别证据和专家意见）有很好的理解。他们领会了“数字艺术对比传统艺术”主题的细微差别。
Language Output Ability 语言输出能力
Oral: 口语：
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Most students delivered prepared speeches clearly, adhering mostly to time limits. George demonstrated strong rebuttal skills. Zoe demonstrated excellent moderating skills as Chair. 大多数学生清晰地发表了准备好的演讲，基本遵守了时间限制。George展示了强大的反驳技巧。Zoe作为主席展现了出色的主持能力。
Written: 书面：
N/A (Focus was on oral debate and concepts)
不适用（重点在于口头辩论和概念学习）
Student's Strengths 学生的优势
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Renee effectively utilized emotive language and ended her speech with a strong rhetorical question. Renee有效地运用了情感用语，并用一个强有力的反问结束了她的演讲。
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George successfully incorporated expert opinion/evidence in his rebuttal. George成功地在他的反驳中融入了专家意见/证据。
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Zoe demonstrated excellent time management and clarity while chairing the debate. Zoe在主持辩论时展现了出色的时间管理和清晰度。
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Chloe effectively used personal examples to illustrate her points. Chloe有效地使用个人例子来说明她的观点。
Areas for Improvement 需要改进的方面
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Some students occasionally struggled to clearly define which speaker was going when (speaking order management within teams). 一些学生在团队内部发言顺序的管理上偶尔显得有些吃力。
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Ensuring all students, especially new ones, are comfortable with the structured format of the debate. 确保所有学生，特别是新同学，对辩论的结构化形式感到舒适。
4. Teaching Reflection 4. 教学反思
Effectiveness of Teaching Methods 教学方法的有效性
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Very effective in introducing complex rhetorical concepts and immediately applying them through active debate. 在介绍复杂的修辞概念并通过积极的辩论立即应用这些概念方面非常有效。
Teaching Pace and Time Management 教学节奏和时间管理
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The initial pacing was good for content introduction and brainstorming. The debate section required careful time management, which was handled well by the teacher and Chair. 初始节奏很好，用于内容介绍和头脑风暴。辩论环节需要仔细的时间管理，主席和老师处理得当。
Classroom Interaction and Atmosphere 课堂互动和氛围
Highly positive, interactive, and encouraging. The teacher fostered a safe environment for Claire to join and encouraged critical thinking throughout.
积极、互动性强且充满鼓励。教师为Claire的加入营造了安全的环境，并全程鼓励批判性思维。
Achievement of Teaching Objectives 教学目标的达成
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Objectives were largely met; students actively used and identified persuasive devices during the debate. 教学目标基本达成；学生在辩论中积极使用了并识别了说服性技巧。
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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Seamless integration of conceptual learning (persuasive devices) into immediate practical application (debate). 将概念学习（说服技巧）无缝整合到即时实践应用（辩论）中。
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Excellent scaffolding for the new student, Claire, ensuring her involvement. 为新同学Claire提供了出色的脚手架支持，确保她参与其中。
Effective Methods: 有效方法：
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Using video material to provide rich, debatable content and diverse talking points. 使用视频材料来提供丰富、可辩论的内容和多样化的论点。
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Giving students specific roles (Chair, Speakers, Rebuttal) to ensure full engagement. 赋予学生具体的角色（主席、发言人、反驳者）以确保全面参与。
Positive Feedback: 正面反馈：
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Strong positive reinforcement of effective persuasive language use observed during the debate feedback. 在辩论反馈环节中，对有效的说服性语言使用给予了强有力的正面肯定。
Next Teaching Focus 下一步教学重点
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Debating complex ethical/moral dilemmas, starting with the 'Cat vs. Famous Painting in a Fire' scenario. 辩论复杂的伦理/道德困境，从“画廊着火时，猫与名画的选择”这一场景开始。
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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Encourage students to focus on clear articulation when delivering rebuttals, as rapid speech in debates can sometimes obscure clarity. 鼓励学生在进行反驳时关注清晰的发音，因为辩论中的快速发言有时会影响清晰度。
Speaking & Communication: 口语与交流：
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For future debates, explicitly review the structure of opening statements and rebuttals before team planning to ensure all speakers know their primary function. 在未来的辩论中，在团队规划前明确复习开篇陈词和反驳的结构，以确保所有发言者都清楚自己的主要职能。
Content & Concept Application: 内容与概念应用：
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Briefly review the difference between factual statements supported by statistics (e.g., '95% of people agreed') and subjective opinions, as some confusion was evident during the fact/opinion sorting. 在事实/观点分类练习中，简要回顾受统计数据支持的事实陈述（例如“95%的人同意”）与主观观点之间的区别，因为当时出现了一些混淆。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
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Students should consider the emotional value versus monetary value when preparing for next week's dilemma. 学生在准备下周的困境辩题时，应权衡情感价值与货币价值之间的关系。