Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: 1103 UIE-LS01DB-A 课程名称： 课程编号 1103 UIE-LS01DB-A

Topic: Researching for Debate: Pros and Cons of Children Doing Part-Time Jobs 主题： 辩论研究：儿童暑期兼职的利弊

Date: Not specified in transcript 日期： 未在文本中明确说明

Student: Daniel, Hannah, Three 学生： Daniel, Hannah, Three

Teaching Focus 教学重点

Developing research skills for debate, understanding arguments for and against a motion, and practicing debate structure and rebuttal.

培养辩论研究技能，理解某一动议的正反方论点，并练习辩论结构和反驳技巧。

Teaching Objectives 教学目标

Students will be able to identify credible sources for research (expert opinion, data). 学生将能够识别可信的（专家意见、数据）研究来源。
Students will practice constructing arguments for and against the motion: 'Children should do part-time jobs during the summer holiday.' 学生将练习构建关于动议：“儿童应在暑假做兼职”的正反方论点。
Students will practice using basic debate structures (opening, supporting points, conclusion) and rebuttal. 学生将练习使用基本的辩论结构（开场、支持论点、结论）和反驳。

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

Warm-up and Context Setting: Initial casual conversation, time zone difference discussion, and introduction to the concept of research for debate (for/against arguments).

热身与情境设定： 初步闲聊，讨论时区差异，并介绍辩论研究的概念（正方/反方论点）。

Research Skills Workshop & Motion Analysis: Reviewing research components (Expert Opinion, Data) and collaboratively researching the motion: 'Children should do part-time jobs during the summer holiday,' focusing on 'pro' arguments.

研究技能工作坊与动议分析： 回顾研究的组成部分（专家意见、数据），并共同研究动议：“儿童应在暑假做兼职”，重点关注“支持”论点。

Private Preparation & Structure Guidance: Students are sent to breakout rooms for 10 minutes to prepare their debate speeches, receiving individualized guidance on incorporating research quotes and using structures.

私下准备与结构指导： 学生进入独立房间准备10分钟辩论演讲，教师指导他们如何融入研究引文和使用结构。

Formal Debates and Audience Q&A: Each student (Hannah, Daniel, Three) delivers a 3-minute speech, followed by audience questions and a class vote. Technical issues with document sharing occurred.

正式辩论与听众问答： 每位学生（Hannah, Daniel, Three）进行3分钟演讲，随后是听众提问和全班投票。出现了文档共享的技术问题。

Rebuttal Tennis Game: A quick-fire rebuttal game on two new motions ('Chocolate should be banned...' and 'We should have school every day') to practice quick thinking.

反驳网球游戏： 围绕两个新动议（“巧克力应被禁止...”和“我们应该每天上学”）进行快速反驳游戏，以练习快速思考。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
blazer, snoozing, motion, debate, crucial, nurture, ambitious, financial independence, prioritization, episodic, rebuttal, structure

词汇：
西装外套, 打盹, 动议, 辩论, 至关重要的, 培养, 有抱负的, 财务独立, 优先排序, 零星的, 反驳, 结构

Concepts:
The need to research both sides of an argument; Credibility of sources (expert opinion vs. data/statistics); Debate structure (opening, supporting points, conclusion); Rebuttal technique.

概念：
研究论点正反双方的必要性；信息来源的可信度（专家意见 vs. 数据/统计）；辩论结构（开场、支持论点、结论）；反驳技巧。

Skills Practiced:
Research synthesis, persuasive speaking, structuring an argument, active listening, quick rebuttal.

练习技能：
研究综合、有说服力的演讲、构建论点、积极倾听、快速反驳。

Teaching Resources and Materials 教学资源与材料

Online articles/research on children's part-time work (e.g., empowering Young ambitions, frozen cons website). 关于儿童兼职的在线文章/研究（例如：赋能青年抱负，frozen cons 网站）。
Pre-prepared research summary points (Expert Opinion, Data statistics). 预先准备的研究摘要要点（专家意见、数据统计）。

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

Participation and Activeness 参与度和积极性

High engagement during the research phase, actively discussing the merits of different sources. 在研究阶段参与度高，积极讨论不同信息来源的价值。
All students delivered structured speeches, though some struggled with time management during delivery. 所有学生都发表了结构化的演讲，尽管有些人在演讲过程中在时间管理上遇到困难。

Language Comprehension and Mastery 语言理解和掌握

Students successfully grasped the concept of needing evidence (expert opinion/data) to support debate points. 学生成功理解了需要证据（专家意见/数据）来支持辩论论点的概念。
Students demonstrated understanding of the motion by raising relevant points (e.g., responsibility, financial literacy). 学生通过提出相关论点（如责任感、财务知识）展示了对动议的理解。

Language Output Ability 语言输出能力

Oral: 口语：

Hannah used clear structure but needed expansion in content length to fill the time. Hannah的结构清晰，但需要扩展内容长度以填满时间。
Daniel effectively integrated an expert quote, though struggled slightly with visual presence while reading. Daniel有效地整合了专家引文，但在阅读时视觉表现力稍弱。
Three showed strong immediate retention and argumentation skills despite losing notes, though structural markers ('firstly, secondly') need reinforcement. Three尽管丢失了笔记，但仍展示了很强的即时记忆和论证能力，但需要加强结构标记（如“首先、其次”）。

Written: 书面：

Minimal writing observed; focus was on rapid structuring and note-taking, which was disrupted by technical issues for Three.

观察到的书面记录很少；重点在于快速构建结构和做笔记，这因Three遇到的技术问题而受到干扰。

Student's Strengths 学生的优势

Daniel's ability to quickly formulate specific examples (math example for debate). Daniel快速构建具体例子的能力（辩论中的数学例子）。
Hannah's strong grasp of structure and clear articulation of personal responsibility points. Hannah对结构的掌握和清晰地阐述个人责任论点的能力很强。
Three's resilience and strong inherent argumentation skills even after notes disappeared. Three在笔记丢失后表现出的韧性和强大的内在论证能力。

Areas for Improvement 需要改进的方面

Maintaining visual contact with the audience while speaking/reading notes. 在演讲/阅读笔记时，保持与听众的眼神交流。
Using clearer transitional phrases (e.g., 'In conclusion') to signal the end of a debate point. 使用更清晰的过渡短语（例如“总而言之”）来标志辩论要点的结束。
Expanding written preparation time to ensure speech length meets time requirements. 增加书面准备时间，确保演讲长度符合时间要求。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The interactive research review and the private preparation rooms were highly effective for tailoring guidance. 互动的研究回顾和独立的准备房间在提供定制化指导方面非常有效。
The incorporation of the rebuttal tennis game provided an excellent, high-energy review session. 反驳网球游戏环节为课程提供了一个极好的、高能量的复习环节。

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

The pace was generally good, moving swiftly from research to structured debate. 节奏总体良好，从研究到结构化辩论的过渡迅速。
A minor slowdown occurred due to technical issues in the breakout rooms, but the teacher managed the transition back to the main room effectively. 由于独立房间出现技术问题导致略有放缓，但教师有效地管理了返回主房间的过渡。

Classroom Interaction and Atmosphere 课堂互动和氛围

The atmosphere was focused yet energetic, showing good peer interaction during Q&A and high motivation during the final game.

课堂氛围专注而充满活力，在问答环节表现出良好的同伴互动，在最后的游戏中动力十足。

Achievement of Teaching Objectives 教学目标的达成

Students successfully used research materials in their debates. 学生在辩论中成功运用了研究材料。
The core skill of structuring an argument for/against was demonstrated by all three students. 所有三名学生都展示了为某一动议构建或反驳论点的核心技能。

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 scaffolding provided during the preparation phase, tailored to individual student needs. 在准备阶段提供了出色的支架式教学，并根据每个学生的具体需求进行了定制。
The use of a concrete, relevant motion ('Children doing part-time jobs') ensured high student investment. 使用具体且相关性高的动议（“儿童做兼职”）确保了学生的高度投入。
Effective incorporation of a fun, fast-paced review game (Rebuttal Tennis) at the end. 成功地在课程结束时加入了一个有趣、快节奏的复习游戏（反驳网球）。

Effective Methods: 有效方法：

Modeling how to extract short, powerful quotes from long research texts. 示范如何从冗长的研究文本中提取简短而有力的引语。
Separating students for private preparation to minimize external influence. 将学生分开进行私下准备，以最大程度地减少外部干扰。

Positive Feedback: 正面反馈：

Teacher's praise for Daniel's detailed examples and Three's quick recovery after losing notes. 教师表扬了Daniel的详细例子和Three在丢失笔记后的快速恢复能力。
Positive reinforcement of good debate etiquette (e.g., listening to questions). 对良好的辩论礼仪（例如倾听问题）进行了积极的肯定和强化。

Next Teaching Focus 下一步教学重点

Reinforcing clear structural markers in oral presentations (especially 'Firstly/Secondly/In Conclusion'). 在口头陈述中加强清晰的结构标记（特别是“首先/其次/总之”）。
Practicing more complex rebuttal skills in preparation for next week's motion. 练习更复杂的反驳技巧，为下周的动议做准备。

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

Pronunciation & Reading: 发音与阅读：

For Daniel: Practice looking up occasionally from notes to maintain strong audience connection during formal speeches. 对于Daniel：练习在正式演讲中不时抬头看笔记以外的地方，以保持与听众的良好联系。

Speaking & Communication: 口语与交流：

For Three: Practice using clear signposting language (e.g., 'Firstly,' 'In conclusion') to signal the end of main sections in the debate. 对于Three：练习使用清晰的提示性语言（例如“首先”、“总之”），以标志辩论主要部分的结束。
For Hannah: Focus on expanding content during writing time to utilize the full 3 minutes effectively. 对于Hannah：在写作时间内重点扩展内容，以有效利用全部3分钟时间。

Organization & Structure: 组织与结构：

Always save debate notes digitally and physically (on paper) to mitigate technical failures. 始终将辩论笔记以数字和实体（纸质）形式备份，以减轻技术故障的影响。

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

Review the concept of parental responsibility in legal/social contexts. 复习家长责任在法律/社会背景下的概念。
Prepare initial research for next week's motion: 'Parents should be punished for their children's mistakes.' 为下周的动议“父母应为其子女的错误受到惩罚”做初步研究。