Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: UIE-LS01DB-A 课程名称： UIE-LS01DB-A 课程

Topic: Debate Structure and Opinion Expressing: Should kids only eat sweets on weekends? 主题： 辩论结构与观点表达：孩子们是否应该只在周末吃糖果？

Date: Date not explicitly mentioned, inferred from title '1027' 日期： 日期未明确提及，根据标题推断为10月27日（假设）

Student: Daniel, Three (and Hannah mentioned later) 学生： Daniel, Three (and Hannah mentioned later)

Teaching Focus 教学重点

Practicing debate structure (chair roles, speaker roles) and using introductory phrases for expressing opinions.

练习辩论结构（主席和发言人角色）以及使用引言短语来表达观点。

Teaching Objectives 教学目标

Students will be able to identify and practice the main roles in a formal debate (Chair, Proposer/Agree, Opposer/Disagree). 学生将能够识别并练习正式辩论中的主要角色（主席、提议方/同意方、反对方/不同意方）。
Students will practice using formal phrases to express personal opinions (e.g., In my opinion, From my point of view, As far as I'm concerned). 学生将练习使用正式短语表达个人观点（例如：In my opinion, From my point of view, As far as I'm concerned）。
Students will argue for both sides (agree/disagree) on the given motion. 学生将就给定动议就正反两方面进行辩论。

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

Casual Check-in and Personal Sharing: Teacher checks in with student (Daniel/Three) about their day, discussing new cat slippers and general well-being. Humorously explores student's description of school activities ('stuff').

轻松问候与个人分享： 老师与学生（Daniel/Three）确认近况，讨论新买的猫咪拖鞋和整体感受。幽默地探讨了学生对学校活动的描述（'stuff'）。

Debate Structure Review and Opinion Phrases Practice: Teacher reviews formal debate procedures (Chair's role, speaker order). Students practice introductory phrases like 'In my opinion' and 'From my point of view' with inappropriate examples initially, leading to a switch to sensible topics.

辩论结构回顾与观点表达短语练习： 老师回顾了正式辩论的流程（主席职责、发言顺序）。学生练习了如'In my opinion'和'From my point of view'等引言短语，最初使用了不当的例子，随后转入合理的话题。

Debate Simulation: Sweets on Weekends: Students debate the motion: 'Should kids only eat sweets on weekends?' They practice arguing both 'agree' and 'disagree' sides, and attempt chairing roles. A video about sugar's effects is briefly integrated.

辩论模拟：周末吃糖果： 学生围绕“孩子们是否应该只在周末吃糖果”这一动议进行辩论。他们练习正反两方面的论点，并尝试担任主席角色。期间简要播放了关于糖果影响的视频。

Wrap-up and Next Session Preview: Teacher praises critical thinking and participation. Previews next week's topic: 'Should children have part-time jobs in the summer holiday?'

总结与下一课预告： 老师表扬了学生的批判性思维和参与度。预告了下周的主题：“孩子们是否应该在暑假打工？”

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Debate, opening address, chairman, proposer, poser, further arguments, floor, audience, opinion, in my opinion, from my point of view, as far as I'm concerned, personally, addictive, dopamine, leptin resistance, obesity, collagen, elasticin, arthritis, diabetes, glucose, sucrose, fructose, weekday, obese, withdrawal, rebuttal, motion.

词汇：
辩论, 开场陈词, 主席, 提议方, 反对方, 进一步论证, 听众席, 观众, 观点, 在我看来, 从我的角度来看, 就我而言, 个人的, 上瘾的, 多巴胺, 瘦素抵抗, 肥胖, 胶原蛋白, 弹性蛋白, 关节炎, 糖尿病, 葡萄糖, 蔗糖, 果糖, 工作日, 肥胖的, 戒断, 反驳, 动议。

Concepts:
Formal debate structure, techniques for expressing subjective opinions, health impacts of sugar consumption (addiction, obesity, diabetes), inherent vs. acquired conditions (Type 1 vs Type 2 Diabetes).

概念：
正式辩论结构，表达主观意见的技巧，糖分摄入对健康的影响（成瘾、肥胖、糖尿病），先天性与后天性疾病（一型与二型糖尿病）。

Skills Practiced:
Argumentation, listening comprehension during debate, responding to counter-arguments (rebuttal), role-playing (Chair, Speaker), formal spoken language.

练习技能：
论证能力，辩论中的听力理解，回应反驳（反驳技巧），角色扮演（主席、发言人），正式口语表达。

Teaching Resources and Materials 教学资源与材料

Video presentation on the effects of sugar (Dr. Binox). 关于糖果影响的视频演示（Dr. Binox）。
Pre-prepared debate statements/opinions used for practice. 用于练习的预先准备好的辩论陈述/观点。

3. Student Performance Assessment (Daniel, Three (and Hannah mentioned later)) 3. 学生表现评估 (Daniel, Three (and Hannah mentioned later))

Participation and Activeness 参与度和积极性

High levels of engagement, especially when discussing the motion and in the chairing roles. Students showed enthusiasm for the role-play aspect. 参与度很高，尤其是在讨论动议和担任主席角色时。学生对角色扮演环节表现出热情。

Language Comprehension and Mastery 语言理解和掌握

Strong understanding of the required debate structure after the review. Students effectively grasped the concept of arguing both sides. 在复习后，对所需的辩论结构理解深刻。学生有效地掌握了正反两方面辩论的概念。

Language Output Ability 语言输出能力

Oral: 口语：

Fluency was generally good, though coherence occasionally suffered due to high excitement. Daniel required prompting for more 'sensible' examples initially. Three demonstrated strong argumentation skills. 流利度总体良好，但由于情绪高涨，连贯性偶有下降。Daniel最初需要引导才能给出更“合理”的例子。Three展现了强大的论证能力。

Written: 书面：

Notes were taken during the preparation time, although the format/clarity is unknown.

在准备期间做了笔记，但笔记的格式/清晰度未知。

Student's Strengths 学生的优势

Strong critical thinking displayed when discussing Type 1 vs. Type 2 diabetes and the body's need for glucose/iron. 在讨论一型与二型糖尿病以及身体对葡萄糖/铁的需要时，展现了强大的批判性思维。
Good attempts at role-playing, especially taking on the challenging chair role. 角色扮演做得很好，尤其是在承担具有挑战性的主席角色时。
Passionate defense of their viewpoints, even if sometimes off-topic (e.g., the toilet examples). 对自己的观点有热情的辩护，即使有时偏离主题（例如，关于马桶的例子）。

Areas for Improvement 需要改进的方面

Need to maintain focus on the assigned topic, especially when trying to be humorous (e.g., excessive focus on toilets). 需要集中精力在分配的主题上，尤其是在试图幽默时（例如，过度关注马桶）。
Structure and coherence in spoken arguments need refinement to avoid tangential points during formal debate rounds. 口头论证的结构和连贯性需要完善，以避免在正式辩论环节中出现旁枝末节。
Clarity in explaining complex biological points (like iron's role) needs slightly more accessible vocabulary. 解释复杂的生物学观点（如铁的作用）时需要更清晰，使用更易懂的词汇。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

High effectiveness in engaging students with the core activity (debate). The hands-on role rotation ensured active learning. 通过核心活动（辩论）使学生积极参与的效果很高。动手轮换角色确保了主动学习。

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

The pace was mostly fast, which kept energy high, but the extensive time spent on initial opinion phrase practice (and the toilet tangent) caused time pressure later. 节奏大多很快，保持了高昂的精力，但最初在观点短语练习上花费了过多时间（以及马桶的插曲）导致后半段时间紧张。

Classroom Interaction and Atmosphere 课堂互动和氛围

Energetic, humorous, and supportive. The teacher successfully navigated student tangents while encouraging participation.

精力充沛、幽默且支持性强。老师成功地引导了学生的离题，同时鼓励了参与。

Achievement of Teaching Objectives 教学目标的达成

Objectives regarding practicing roles and arguing both sides were largely met through the intensive rotation. 通过密集的轮换，关于练习角色和正反方辩论的目标基本达成。
Objective regarding using formal opinion phrases was met, though initially derailed by student creativity. 关于使用正式观点表达短语的目标已达成，尽管最初被学生的创造力带偏了。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Excellent management of role rotation, ensuring all students got a chance to chair and speak on both sides. 出色地管理了角色轮换，确保所有学生都有机会担任主席和正反方发言人。
Effective integration of visual aids (the sugar video) to introduce factual content relevant to the debate topic. 有效地整合了视觉辅助材料（糖果视频）来引入与辩论主题相关的事实内容。

Effective Methods: 有效方法：

Using immediate feedback and redirection when students provided humorous but off-topic examples for opinion phrases. 当学生为观点短语提供幽默但离题的例子时，能够及时反馈和引导。

Positive Feedback: 正面反馈：

Positive reinforcement shown for strong arguments like the discussion on Type 1/Type 2 diabetes and the economic impact of banning sweets. 对强有力的论点（如一型/二型糖尿病的讨论和禁止糖果的经济影响）给予了积极的肯定。

Next Teaching Focus 下一步教学重点

Improving structure and organization in formal debate speeches, ensuring arguments flow logically. 提高正式辩论演讲的结构和组织性，确保论点逻辑清晰地展开。
Debating the motion: 'Should children have part-time jobs in the summer holiday?' 辩论动议：“孩子们是否应该在暑假打工？”

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

Pronunciation & Reading: 发音与阅读：

When practicing opinion phrases, emphasize linking the phrases to clear, logical statements immediately to model better structure. 在练习观点短语时，强调立即将短语与清晰、合乎逻辑的陈述联系起来，以树立更好的结构榜样。

Speaking & Communication: 口语与交流：

During preparation time, explicitly remind students to prioritize debate points over general humor to ensure robust arguments for the formal rounds. 在准备时间，明确提醒学生优先考虑辩论要点而非一般的幽默，以确保正式环节中论据的充分性。

Debate Mechanics: 辩论机制：

For the Chair role, provide a printed checklist of mandatory steps (e.g., introduce motion, call on agree, call on disagree, open floor, call for vote) to aid in time management. 为主持人角色提供一份强制性步骤的打印清单（例如：介绍动议、请同意方发言、请反对方发言、开放提问、呼吁投票），以协助时间管理。

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

Review notes on the debate roles and structure learned today. 复习今天学到的辩论角色和结构笔记。