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

Topic: Debate: Should children be paid for doing housework? (Focus on Negative Case) 主题： 辩论：儿童做家务应该获得报酬吗？（重点关注反方立场）

Date: November 24th 日期： 11月24日

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

Teaching Focus 教学重点

Understanding and developing arguments for the negative side in a formal debate structure, focusing on rebuttal skills.

理解和发展正式辩论中的反方论点，重点在于反驳技巧。

Teaching Objectives 教学目标

Students will be able to articulate the core positions of a negative debate case (e.g., 'No problem exists,' 'The plan won't fix it,' or 'The plan makes things worse'). 学生将能够阐述反方辩论的核心立场（例如：“不存在问题”、“计划无法解决问题”或“计划会使情况更糟”）。
Students will practice active listening and generate relevant rebuttals against the affirmative team's arguments. 学生将练习积极倾听并针对正方论点产生相关的反驳。
Students will work collaboratively as a team to present cohesive negative arguments. 学生将作为团队，协作展示连贯的反方论点。

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

Technical Check and Warm-up: Addressing audio issues, general conversation about the week (Thanksgiving break, Christmas plans).

技术检查与热身： 解决音频问题，进行本周概况交流（感恩节假期、圣诞计划）。

Negative Case Theory Introduction: Teacher explains the structure of a negative case vs. affirmative case, emphasizing note-taking and strategic disagreement.

反方立场理论介绍： 教师讲解反方立场与正方立场的结构区别，强调记笔记和策略性反驳。

Debate Motion Setup and Team Role Planning: The motion is set: 'Should children be paid for housework?' Students are assigned to the Negative team. Team members plan their speaking order and specific points of focus.

辩题设置与团队角色规划： 辩题确定为“儿童做家务应获得报酬吗？”学生被分配到反方团队。团队成员规划发言顺序和具体论点侧重点。

Structured Debate Rounds: Teacher presents affirmative points sequentially, followed by assigned negative rebuttals and arguments from Daniel, Hannah, and Three.

结构化辩论回合： 教师依次提出正方论点，随后是指定学生（Daniel, Hannah, Three）的反驳和论点陈述。

Floor Questions and Teacher Feedback: Open floor for rebuttals to other students' points. Teacher praises teamwork and rebuttal strength, introduces next week's topic.

自由提问与教师反馈： 开放提问环节，针对其他学生的论点进行反驳。教师表扬团队合作和反驳能力，并介绍下周主题。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Affirmative, Negative, Rebuttal, Motion, Statistics, Expert Opinion, Contribution, Incentive, Selfish, Overcrowded, Consequences

词汇：
正方，反方，反驳，动议/议题，统计数据，专家意见，贡献，激励，自私，过度拥挤，后果

Concepts:
Negative Case Strategy (No problem / Bad plan), Financial Literacy (Saving/Spending), Family Contribution vs. Employment.

概念：
反方立场策略（无问题/糟糕的计划），金融素养（储蓄/消费），家庭贡献与雇佣关系。

Skills Practiced:
Critical thinking, Argument structuring (negative perspective), Listening for weaknesses, Collaborative team debate.

练习技能：
批判性思维，论点构建（反方视角），倾听弱点，协作团队辩论。

Teaching Resources and Materials 教学资源与材料

Whiteboard/Digital Tools for note-taking and role assignment. 白板/数字工具用于记笔记和分配角色。
Structured debate format guide (Affirmative point -> Negative rebuttal/point). 结构化辩论形式指南（正方论点 -> 反方反驳/论点）。

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

Initial participation was low due to technical difficulties and distracting behavior during planning. 由于技术问题和计划阶段的分心行为，初始参与度较低。
Participation significantly improved during the formal debate simulation, demonstrating high engagement. 在正式辩论模拟期间，参与度显著提高，表现出高度投入。

Language Comprehension and Mastery 语言理解和掌握

Students correctly grasped the core difference between affirmative and negative case construction. 学生正确理解了正方和反方立场构建的核心区别。
Students successfully applied abstract concepts like 'plan will make things worse' to the concrete topic. 学生成功地将“计划会使情况更糟”等抽象概念应用于具体主题。

Language Output Ability 语言输出能力

Oral: 口语：

Clarity of arguments improved throughout the debate; Daniel maintained strong, consistent delivery. 论点的清晰度在整个辩论中有所提高；Daniel 保持了有力、一致的表达。
Hannah struggled initially with volume/clarity but demonstrated excellent conceptual rebuttal. Hannah 最初在音量/清晰度方面有困难，但展示了出色的概念反驳能力。

Written: 书面：

N/A (Focus was oral debate and collaborative note-taking, minimal formal writing observed).

不适用（重点是口头辩论和协作笔记，观察到的正式书面内容很少）。

Student's Strengths 学生的优势

Strong teamwork emerged after initial confusion, with students supporting each other's points. 初始混乱后展现出强大的团队合作精神，学生们相互支持论点。
Excellent rebuttal skills, especially in challenging the financial fairness and responsibility aspects of the affirmative case. 出色的反驳技巧，尤其是在质疑正方论点的财务公平性和责任方面。
Creative analogies used effectively (e.g., the 'fishing bait' analogy by Three). 创造性的类比被有效地使用（例如，Three 提出的“鱼饵”类比）。

Areas for Improvement 需要改进的方面

Managing technical tools and on-screen distractions during planning phases. 在计划阶段管理技术工具和屏幕上的干扰因素。
Hannah's vocal projection needs consistent practice to ensure all team members can hear clearly. Hannah 的声音响度需要持续练习，以确保所有团队成员都能清晰听到。
Ensuring all speakers adhere strictly to the assigned speaking order during the debate simulation. 确保所有发言者在辩论模拟中严格遵守指定的发言顺序。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The decision to switch the motion mid-class ensured all students got to practice the negative side, maximizing engagement. 临时更改辩题的决定确保了所有学生都有机会练习反方立场，从而最大化了参与度。
The structured debate format effectively provided scaffolding for complex rebuttal practice. 结构化的辩论形式有效地提供了复杂反驳练习的支架。

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

The initial planning and team coordination phase was slow and required firm redirection due to off-task behavior. 初始的计划和团队协调阶段由于离题行为而进展缓慢，需要坚定地引导。
The actual debate ran smoothly and efficiently, concluding positively within the time frame. 实际辩论环节运行顺畅高效，在预定时间内积极结束。

Classroom Interaction and Atmosphere 课堂互动和氛围

The atmosphere transitioned from slightly chaotic and distracted (during setup) to highly focused, energetic, and competitive (during the debate).

课堂氛围从（设置期间的）略微混乱和分心，转变为高度专注、充满活力和竞争性（辩论期间）。

Achievement of Teaching Objectives 教学目标的达成

Students demonstrated a strong grasp of negative positioning through their arguments against payment for chores. 学生通过反对家务报酬的论点，展示了对反方立场的深刻理解。
Effective collaboration and rebuttal skills were evident, even with initial communication hurdles. 即使存在最初的沟通障碍，也明显展现了有效的协作和反驳技巧。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Dynamic response to technical/behavioral issues by pivoting the class structure to ensure learning continued. 动态应对技术/行为问题，通过调整课程结构确保学习得以继续。
Thorough setup of the debate roles and specific argument expectations before starting. 在开始之前，对辩论角色和具体论点预期进行了彻底的设置。

Effective Methods: 有效方法：

Switching the motion mid-lesson to allow students to argue the opposite side they initially favored (Negative side). 在课程中途更换辩题，让学生有机会论证他们最初不倾向的立场（反方）。
Implementing a structured speaking order (Affirmative point -> Negative rebuttal/point) to force cross-examination listening. 实施结构化的发言顺序（正方论点 -> 反方反驳/论点）以强制进行交叉质询式的倾听。

Positive Feedback: 正面反馈：

Teacher highly praised the students' final debate performance as their 'best rebuttal debate ever.' 教师高度赞扬了学生最终的辩论表现，称其为“有史以来最好的反驳辩论”。

Next Teaching Focus 下一步教学重点

Developing affirmative arguments for the next motion: 'In the current technological generation, schools should use e-textbooks instead of paper books.' 为下一次辩题发展正方论点：“在当前的技术时代，学校应该使用电子教科书而不是纸质书。”
Ensuring Daniel, Hannah, and Three practice alternating roles (Affirmative vs. Negative) for balanced skill development. 确保 Daniel、Hannah 和 Three 轮换角色（正方与反方），以实现均衡的技能发展。

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

Pronunciation & Reading: 发音与阅读：

Hannah should practice projecting her voice clearly and consistently, especially when presenting rebuttal points to ensure all participants hear. Hannah 应练习清晰、稳定地投射声音，尤其是在陈述反驳观点时，以确保所有参与者都能听到。

Speaking & Communication: 口语与交流：

All students must focus on minimizing use of digital tools/whiteboard scribbling during active discussion/listening phases to maintain focus. 所有学生在积极讨论/倾听阶段必须专注于最小化使用数字工具/白板涂鸦，以保持专注。
Continue practicing formulating 'three ways to disagree' (No problem, Bad plan, Worse consequences) proactively for future negative cases. 继续练习主动构建“三种不同意见”（无问题、计划不佳、后果更糟）的论点，为未来的反方立场做准备。

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

Prepare initial arguments/notes (both sides) for the e-textbook motion, focusing on the impact on resource inequality. 为电子教科书的辩题准备初步论点/笔记（双方），重点关注对资源不平等的冲击。